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.
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victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services
employment services
community organizing
research centers
DUAL DEGREE IN SOCIAL WORK AND THEOLOGY
Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology
(MSW/MA) or Master of Divinity (MSW/MDiv). The dual
degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/
dual_msw.asp.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social
needs of families, individuals, and communities in both
rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the
pastoral and human service settings. This joint program is
ecumenical in its admission policies as well as its academic
outlook.
Objectives
Field Practicum Settings
Three primary objectives have been established:
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field
practicum. Our current list of approved field sites includes
agencies in the following areas of practice:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways.
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family and children
child welfare
mental health
crisis intervention
senior resources
family social policy
health and human services
corrections and probation
public and independent schools
youth services
hospitals
developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
Dual degree students enroll in Luther Seminary courses
first. Upon completion of this first year of courses, students
then enroll in Augsburg courses for a second and third year
(full-time). In the dual degree, Luther Seminary offers nine
courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements
are waived and replaced by the Augsburg MSW curriculum.
At Augsburg, dual degree students complete the entire
MSW curriculum with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the
dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work
teams. The Luther Seminary program and the Augsburg
College program are both full-time; it is not feasible for students to do both programs simultaneously.
Summary of Dual Degree Requirements
Luther Seminary full courses: 9
Augsburg College full credits: 12-advanced standing,
17-foundation (elective is met at Luther)
MSW field practicum course credit hours: see guidelines
under field practicum
MSW Summative Evaluation Project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
ADMISSION TO THE MSW PROGRAM
The Augsburg College MSW program promotes the widest
possible diversity within its student populatiop.. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
• Bachelor's degree from a regionally-accredited college or
university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities,
biology, and statistics
Application Checklist
The following materials must be submitted to Augsburg's
Adult and Graduate Admissions Office:
• Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applica-
tions and materials noted below are due by 5 p.m. on the
application completion deadline.
• $35 application fee
• One official transcript from each previously attended
postsecondary institution. This includes colleges, universities, and vocational/technical institutions.
• Liberal arts prerequisite coursework including four social
sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to
enrolhnent.
• Completed BSW course equivalency checklist (for
advanced standing applicants)
• Three completed and signed recommendation checklist
forms , with letters attached
• Typed, double-spaced personal statement responding to
the questions noted on the application form
• Results of the TOEFL language tests (for non-native
English speakers)
• Official international credit evaluation course-by-course
review (for degrees completed outside of the United
States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to eight (8.0) transfer
credits. (See evaluation of Transfer Credit on p. 6.) Eligible
courses must be from a CSWE-accredited program and must
receive a grade of B (3.0) or higher. Students must complete
no fewer than 10 (10.0) courses at Augsburg in order to
receive their MSW degree from Augsburg College.
Admission with Advanced Standing
Advanced standing is an application category open to those
with a bachelor's degree in social work accredited by the
Council on Social Work Education (CSWE) . Advanced
standing applicants may seek waivers for up to eight of the
following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice
Methods 1 and 2, and Integrative Fieldwork Seminars 1 and
2, which include 420 field practicum hours. Advanced
standing applicants must offer an equivalent BSW course for
each with a grade of B (3 .0) or higher in order to receive a
waiver.
Admissions Q&A
What do I do if my cumulative GPA is below 3.0?
Our faculty are willing to review the application files of
applicants with a cumulative GPA below 3.0; however, the
comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may
be admitted, if otherwise qualified. If your GPA is below 3.0,
you must include a brief "Explanation of GPA" with your
application documents. You should address the following
questions:
• Were there limitations that affected your GPA? If so, what
is your plan to address these limitations?
• Were there extenuating circumstances contributing to the
GPA? If so , have those circumstances been resolved?
Is human service experience required?
Although it is not a requirement, strong preference is given
to those applicants with paid or volunteer experience in
human services, particularly experience that demonstrates
responsibility and leadership. Applicants are advised that
MSW field placement options may be limited for those who
lack prior human service experience.
What if my prerequisite coursework is not done?
We require nine prerequisite courses for admission to our
MSW program. These include four social science courses,
three humanities courses, one biology course, and one statistics course. We are willing to review an application if at
least seven of the nine prerequisites are finished at the time
of application. This means a maximum of two prerequisites
can be pending or unfinished at the time of application and
the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of
any outstanding prerequisite courses before enrollment in
MSW courses.
What if my bachelor's degree is not yet finished when I
apply?
We are willing to review the application file of an applicant
who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This
means that when you apply to our program in January; if
you have just finished your final fall semester but still have
a final spring term to complete, you must ensure that your
fall grades have been posted to the official transcript before
having it sent to our office for your application. In the event
an offer of admission is extended, it will be conditional on
the completion of the bachelor's degree before enrollment in
MSW courses.
Is academic credit granted for life or work experience?
Although experience will make for a strong application file,
we are unable to waive any degree requirements for work or
life experience. This is the policy in all CSWE-accredited
programs.
May I seek course waivers for the MSW courses listed on
the BSSW Equivalency Checklist if I have taken these
equivalent courses at the undergraduate level, but did
not major in social work?
Unfortunately; no. We offer course waivers for certain MSW
courses only when the entire BSSW major (CSWE-accred-
ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a
generalist social worker. For the particular MSW courses
open for waiver to these advanced standing applicants, we
expect a grade of B or higher in the BSSW equivalent course.
But it also is expected that the remaining BSSW courses
from the social work major were completed satisfactorily
and the applicant graduated with an accredited bachelor's
degree. If an equivalent course has been taken from another
MSW program, please ask us about our transfer of credit
procedure.
Who makes the admission decision on my
application file?
Each application file is reviewed by three full-time social
work faculty who each make a recommendation on the file.
These recommendations are taken to the Social Work
Admissions Committee which then renders a final admission decision.
How long should my personal statement be?
On average, MSW applicants submit a personal statement
between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer
than three pages is probably too brief, but more than eight is
probably too much.
May I visit to speak with someone for advice on putting
together the strongest possible MSW application?
Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu
to schedule an advising appointment.
ACADEMIC POLICIES
Academic Achievement
Students must maintain at least a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are
retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field
placement in a timely manner;
• complete the program within four years;
• abide by the department's Standards for Social Work Education and the NASW Code of Ethics.
• No more than two courses with a grade of 2.0 or 2.5 will
count toward the degree. Courses with a grade below 2.0
must be repeated. No more than two courses can be
repeated. Only the credits and grades earned the second
time are counted in the grade point average. If a student
receives a grade of N in a field course the MSW director
will initiate a Level III review, as outlined in section 3.2 of
the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in
the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking
the field placement.
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Four-Year Limit
All students are required to finish the degree within four
years of matriculation. See page 5 for policy on Continutation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must
request a leave of absence through the MSW program in
order to maintain their admitted status. The request must be
made in writing. A leave of absence typically requires a full
year away from the program in order to return to classes in
sequence.
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from
ethnic groups of color. Applications due in May (go to
www.cswe.org).
Gosnell Scholarship Funds
Ten awards ($1 ,000-$4 ,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org) .
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration
courses until successfully completing all foundation
courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at
www.augsburg.edu/socialwork/msw/policies.html.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. As you may know, graduate students do
not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly
encourage you to spend some time doing your own independent research into graduate funding available locally,
nationally; and globally.
The simplest way to begin a search for graduate funding is
to look online. There are many "free" scholarship search
engines on the Web. We suggest you start with these before
moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be
shared with other organizations that may send you solicitations. You should always use caution when providing your
personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by
your browser with a closed padlock icon in the lower right
corner. You should also check the fine print and know if
anything besides your e-mail address will be sold to other
organizations. Having said that, the following websites may
provide a good starting point for your search :
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who
demonstrate excellence in preparation for clinical social
work practice. Applications due in March (see
www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, Hispanic and Immigrant
Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in
the human service field so they may enhance their professional and/or technical skill development. Applications due
injune (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg's library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans .)
Augsburg Scholarships
Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students
only. They range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work
Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or
have been AmeriCorps volunteers-25% off the tuition cost
of one course per trimester. This would apply to all
trimesters of your MSW program.
Military Discount (see page 11.)
Other Resources
There is a general guide on Augsburg's webpage that gives
advice to "seniors" about finding funding for graduate
school-go to www.augsburg.edu/gradstudy.
ACCREDITATIONS AND AFFILIATIONS
Augsburg College is accredited by the Higher Learning
Commission of the North Central Association of Colleges
and Schools.
The Augsburg Master of Social Work program is accredited
by the Council on Social Work Education ( CSWE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MSW FORUM
All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is
to facilitate communication between social work students
and the social work department, as well as to provide the
opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social
Work department meetings via representatives.
The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make
a commitment to attend the meetings and share in the
efforts. The MSW director and MSW program coordinator
also serve on the forum. Other faculty may be invited as permanent members or as guests.
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
FACULTY
Anthony Bibus, III, Professor of Social Work, Department
Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW
Field Coordinator. BS, Wartburg College; MSSW, University
of Wisconsin; MPA, Iowa State University; PhD, University
of Minnesota.
Lois A. Bosch, Associate Professor of Social Work, MSW
Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS ,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson , Assistant Professor of Social Work. BS,
University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago.
Annette Gerten, Assistant Professor of Social Work BA,
College of St. Catherine; MSW, University of Michigan;
PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA ,
Knox College; MSW, Tulane University; PhD, Case Western
Reserve Universit.
Rosemary J. Link, Professor of Social Work and Associate
Vice President of Academic Affairs and Dean of Graduate
Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota.
Curt Paulsen, Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Field Institute.
Past forum members established these guidelines:
Nancy Rodenborg , Associate Professor of Social Work. BA,
Indiana University; MSW, University of Minnesota; MIA,
School oflnternational Training; PhD, University of Arizona.
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
Glenda Dewberry Rooney , Professor of Social Work. BS,
University of North Texas; MSW, University of Illinois; PhD ,
University of Minnesota .
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
Michael Schock, Assistant Professor of Social Work. BA,
University of Washington; MSW, University of Minnesota;
PhD, University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan, Professor of Social Work. BA, University
of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota.
STAFF
Emily Cronk, Administrative Assistant
Doran Edwards, BSSW Assistant Director
Holley Locher, MSW Program Coordinator
Stacy Myhre, Field Assistant
Augsburg College Map
Forest Lake
1. Center for Counseling and
Health Promotion
2. Weekend and Graduate Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. MBA Program
7. Foss, Lo beck, Miles, Center for
Worship, Drama and
Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communications
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Park
17. Music Hall
18. New Residence Hall
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety
Communications Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
74
Rochester
~
0
lJ
-I
:i:
6th Street S.
I\)
"'
:f
~Interstate 94 West
Interstate 94 East
===?-
Augsburg College Board of Regents 2008-2009
Andra Adolfson
Dan W. Anderson '65
Jackie Cherryhomes '76
Mark A. Eustis
Anthony Genia, MD '85
Alexander J. Gonzalez '90
Michael R.Good '71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
Rolf Jacobson
Rev. Craig E. Johnson, ex officio
Ruth E.Johnson, MD '74
Eric J. Jolly
Dean Kennedy
Dean C. Kopperud
Andre J. Lewis '73
Gloria Lewis
Jennifer H. Martin
Marie 0. McNeff
Paul S. Mueller, MD '84
Rev. Duane C. Pederson, ex officio
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund '79
Emily Anne Tuttle
Joan Volz '68
Rev. Norman W. Wahl '76
Bonnie Wallace
75
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AUGSBURG
......................
Introduction
....................
Options
Visiting Students
2
-4
................5
Calendar ........................6
.................5
...................7
Lifetime Sports ...................48
Interim Abroad ..................49
Other Courses ........ Show more
AUGSBURG
......................
Introduction
....................
Options
Visiting Students
2
-4
................5
Calendar ........................6
.................5
...................7
Lifetime Sports ...................48
Interim Abroad ..................49
Other Courses ...................52
About This Catalog
Interim Courses
Contents
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition $1630
per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<steil@augsburg.edu>.
Options
.
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 10. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent study/research or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,630 for the Interim course.
Students interested in registering for an Augsburg Interim
should write to the Ofice of the Registrar for application
forms or use the forms provided by the Interim office at their
own school. There is an application processing fee of $25.
Students are welcome to stay on campus but are not required
to do so. Requests for Interim housing should be made to the
Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2000
November 15 to December 3
January 3
. . . . . . . . . Interim
.
registration
. . . . . . . . . . . . . . . . . . . . . . . . .First
. day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m
January 4. . . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 14 . . . . . . . . . Last day for withdrawing from courses
January 17. . . . . . . . . . . . Martin Luther King Day-no
class
January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends
January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins
February 4
. . . . . . . . . . . . . . . . Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Calligraphy I & II
ART 106-J
ART 306-J
Instructor: Philip Thompson
Development of calligraphic writing and drawing skills with
emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design
through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special
attention given to foundation, italic, gothic, and uncial styles.
Three original projects are required and evaluation is based
on quality of work plus participation and growth factors.
Upper division students are required to complete examples in
three historical writing styles plus an expanded project.
Required materials: text, pens, ink, ruler, and mat board.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 15
Time: I
Room: Old Main 4
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee of
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Marine Biology of the Florida Keys
BIO 140-J
BIO 340-J
Instructor: William Capman
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at
the Newfound Harbor Marine Institute located on Big Pine
Key. The Institute offers laboratory facilities, ocean-going
research platforms, housing, and a dining hall. Field trips to
coral reefs (Looe Key National Park), tide pools, turtle grass
flats, mangrove islands, and upland hammocks will be led by
professional naturalists from the institute. Organisms and
communities will be studied on site and in the laboratory.
Research projects will be initiated shortly after arrival at the
station in order to provide opportunities to gather data over a
period of several days. Visits to Pennicamp State Park, Key
West, and the Everglades will be included. Evaluation will be
based on:
BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam.
Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101,
102, 103, 113, 114, or consent of the instructor.
BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the
research project, and (5) final exam.
Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor.
Estimated cost of the course: $2500 (includes airfare, all
ground transportation, housing and meals while at the institute). Contact the instructors for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: I1
Room: Science 212
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
'I'his ct~i~rsc
is a n in trot1 uution l o tech~iicl~ius
c o m ~ n o n l yt~sccf
in bincIic.misiry. '1~chriic1~1c.s
includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct
ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy,
Prerequisites:2.0 in 810 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3
Mnxltr~~nrr
Fnrollmant: 20
Time: I1
Room: Lindeli 16
Personal Finance
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Chemistry for Changing Timer
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person
living in a modern, high-technology society such as the
United States. It assumes that before one can evaluate a moral
or societal issue of a scientific nature one at least must be able
to understand the science involved. Anything less is an
impression rather than an informed decision. As we develop
scientific concepts we will at the same time relate them to an
abundance of current issues. We live in a world of pesticides,
fertilizers, plastics, birth control, food abundance and food
shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency,
licit and illicit drugs, the energy crisis, and the debates about
sources of energy, the green house effect, and nuclear waste
storage, pollution, genetic engineering and much more. Many
of these problems are chemical in nature. Thus, in learning
about chemistry, via lecture and in-class discussion, we can
begin to understand ourselves, our society, our world, and
even some of the universe. The grade for the course is based
on a percentage of the score of total points on the daily
quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Introduction to Polymer Chemistry and
American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze age.
Now we live in the Age of Polymers (and Plastics). Without
this innovative technology, life as we know it would be much
different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and
others that are used every day come from different polymeric
materials made from polymer molecules. In this course we
will explore and discuss the world of polymer chemistry.
Polyethylene is one of the most commonly used synthetic
polymers found in "plastic" wrap and trash bags. A common
natural polymer, polyisoprene, is collected from the sap of
rubber trees and tires, golf balls, and latex gloves are just some
of the many uses. The class will focus on two books. One,
American Plastic: A Cultural History, by Jeffrey Meikle for the
historical perspective of our world of polymers. Themes from
the book, the different types of polymers used, and recent
themes such as the recycling of plastics will be discussed. A
second book, Giant Molecules, by Grosberg and Khokhlov, will
help with the previously mentioned themes and give more
depth to the broad world of polymers not covered in Meikle's
book. There will be six lab periods in which some polymer
molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group
worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and
an individual project and presentation.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 1 or 2
Maximum Enrollment: 22
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: Ii
Room: Sverdrup 202
Computer Science
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J/373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC is a continuation of
CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 205
Economics of Urban Issues
ECO 110-J
Instructor: Ed Sabella
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: The City or Social World 1 or 2
Maximum Enrollment: 15
Time: I1
Room: Science 319
Principles of Macroeconomics
ECO 112-J
Instructor: Satya t? Gupta
The objectives of the course are to give students fundamental
principles of macroeconomics; national income analysis,
monetary and fiscal policy, and international trade. Simple
applications will be used. Students will take tests every week
and grades will be based on tests, participation in class and
problems solved.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Old Main 16
Practicum and Seminar in Special
Education
EDU 491-3
Instructor: Susan O'Connor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor; or consent of
instructor.
Maximum Enrollment: 9
Time: I1
Room: Sverdrup 4
Economics
I
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Because language plays an important role in our socialization,
the way we speak tells others who we are and with whom we
identify. Our speech is a reflection of our social and economic
standing and our cultural background. In this course we will
explore the ways in which both personal and group identities
are reflected by the ways in which we speak. We will examine a
number of American varieties of English and will attempt to
describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and
student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a
final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Theatre In and Around London
ENG 269-J
Instructor: Ron Palosaari
The purpose of this course is to study live theatre in London
and Stratford. For more information, contact Prof. Ron
Palosaari, (612) 330- 1005.
Topics: Introduction to Asian American
Literature
ENG 282-L
ENG 482-L
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations
of cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one
Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading
journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional
novel and write a research-based paper on it.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 11
English
I
Topics: Investigating the Victorian
Thriller
ENG 282-0
ENG 482-0
Instructor: Dallas Liddle
This course will study the phenomenon in 19th-century
Britain of the popular novel of suspense, mystery, and terror.
Early in the century these tales were generally either "Gothic"
(stories of horror and the supernatural set in Italy or Spain)
or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including
Charles Dickens, Mary Braddon, and others were producing a
stunningly successful series of works in which the action was
set in the everyday world of the Victorian middle classes.
These novels drew intense public scrutiny by raising issues
that the more polite genre of domestic fiction could hardly
hint at, including gender roles and sexual transgression, class
and race oppression, obsession and madness, and the dark
sides of urban life. We will read several of the best of these
thrillers, at the same time actively investigating the culture
that produced them. We will read original reviews and
responses, including parodies, and learn about the context of
newspaper and magazine journalism in which several of the
novels appeared. While we investigate the power of the Gothic
and Sensation genres for their original audiences, however, we
will also work to determine why these novels have continued
to appeal to successive generations of readers. Course grades
will be based on class attendance and participation, two short
papers, a group presentation, and a final exam. Upper-level
students will read one additional novel, write a research-based
paper on it, and share the results of their research with the
class.
Prerequisite: ENG 111
Liberal An3 Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Foss 20
Topics: Cinema and Sexual Identity
ENG 2824
Instructor: Doug Green
What does cinema reveal about how the 20th century has
thought about sexuality?How do cinematic images affect our
sense of our own sexual identity? This topics course in
English examines films from the early years of cinema to the
present in order to explore depictions of and cultural
assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and
expectations, including those of the self. We will pay special
attention to the various images and constructions of homosexual as well as heterosexual identity in English-language
cinema, especially Hollywood movies, and in some silent and
foreign films. Taking Celluloid Closet as a point of departure,
we will consider how film affects sexual minorities in the
audience as well as in film production.
There will be short readings on sexuality and film. At each
class there will be a full or partial film screening, followed by
small-group and whole-class discussions. We may go to one
or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be
at the regular class time. There will be at least one typed
journal entry due at each class period. The class will meet
from 1-5 p.m., Monday through Thursday of the first two
weeks of Interim; 1-5 p.m., Tuesday through Thursday of the
third week; and 1-5 p.m., Monday through Thursday of the
last week.
Grading will be based on the completion and quality of all
journal entries and on class/film attendance, preparation,
and participation. Students missing more than two
classes/films and/or two journal entries may not pass the
course. All grades
are PIN option only (i.e., 2.0 is required
for course credit).
Prerequisite: ENG 111
Liberal Arls Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 16
English
Topics: Contemporary American Poetry
ENG 282-P
ENG 482-P
Instructor: John Mitchell
This course provides an introductory survey of contemporary
American poetry by poets whose works have come into
prominence since World War I1 or mid-century. Emphasis
will be given to the vision and sensibility of each poet and to
the themes of their poems, especially those images and statements that concern philosophical, historical, psychological
and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations
of selected poets and poems and to express their discoveries
in class discussion and short papers. A final examination will
be given and two interpretive papers about three to five pages
in length will be assigned. For upper division credit, the student will also read and give a written class report on a book
that discusses contemporary poetry or a contemporary poet;
this choice, based upon recommendation, must be approved
by the instructor.
Prerequisites: for 482-R lntro to Literature or consent of instructol:
Maximum Enrollment: 15
Time: I
Room: Old Main 29
Quantitative Journalism: Computer
Assisted Reporting and Research
ENG 347-A
Instructor: Cass Dalglish and Boyd Koehler
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data
in the writing of expository essays and news reports. Such
inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore
the use of computer-assisted research for their particular
information development interests as well as those preparing
to enter the communication professions.
Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3.
Graduation Skill Requirement: Ouantitative Reasofling
Maximum Enrollment: 15
Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m.
Room: Sat, Lindell Library 16; T; Th Sverdrup 204
Senior Honors Seminar: Hispanic
Christianity Along the Border
HON 401-J
Instructor: Margaret Madsen
An introduction to denominations with a special focus on
Hispanic communities along the US.-Mexican border.
Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1
Time: I
Room: Sverdrup 208
-
Enalish
Dance (men
(0.5 course
HPE 232-M
Instructor: Mary Ewert-Knodell
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20
Room: Melby Gym - center court
Dance (women only)
(0.5 course credit)
HPE 232- W
Instructor: Mary Ewert-Knodell
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20
Room: Melby Gym - center court
Prevention and Care of
Athletic Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken
simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 24
Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26
Room: Melby 119
Instructional Methods: Materials in
Health Education
HPE 390-J
Instructor: Patty Murphy
This course will cover principles and methods of instruction
applied to health education (5-12). Emphasis upon teaching1
learning strategies and student assessment. Development and
delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create,
deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion
of a "technology project", resource file, and exam.
Prerequisite: HPE 110
Maximum Enrollment: 20
Time: I
Room: Melbv 202
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
+
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying Interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
Health & Physical Education
I
ONLY. Applications may be picked up from the office of Joyce
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled)
20th-Century South Asia
HIS 162-J
HIS 462-J
Instructor: Don Gustafson
This Interim experience is designed to look at the area of
South Asia (primarily India) that is home to one-fifth of the
people of our world. We'll use novels, films, some standard
historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various
phases of modernization have had on this old, honored, and
traditional culture. We'll read the marriage ads and talk
about social structure, consider the spot at Ayodhya that has
prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or
two of the contemporary religious phenomena. Looking at
South Asians helps us to see ourselves in a fuller perspective.
The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests
(including a final). Students enrolling for upper division credit will be expected to have at least one prior college history
class, to complete a paper or project beyond the regular
assignments, and to be tested apart from lower division students.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Topics in History: The Great Men of
20th-Century Europe and Their Myths
HIS 195-J
Instructor: Sheldon Anderson
This course examines several important 20th-century leaders
and their impact on the course of European political and
diplomatic history. Topics will include Woodrow Wilson and
the Versailles Treaty after World War I, Neville Chamberlain
and the appeasement of Adolf Hitler at the Munich
Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell from 1989-1991. The course will focus
on the popular myths that have developed about these leaders
and these conferences.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Topics in History: Early Minnesota
History, 1849- 1900
HIS 195-1
Instructor: William Green
This course will examine the political, economic, and social
history of early Minnesota. The course will study life in
Minnesota among the Ojibway and Dakota peoples, through
the fur trading period which witnessed French, English, then
American settlements, through the territorial period (18491858), and finally statehood.
Maximum Enrollment: 25
Time: I
Room: Foss 20
Remembering the 20th Century
HIS 440-J
Instructor: Jacqueline de Vries
As the millennium approaches, everyone-artists, politicians,
gossip columnists, historians-seems to have some opinion
about the waning 20th century. What has this century
wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives
and swept away governments, but brought economic development; the decline (and recovery) of established religion; the
rise (and collapse) of a messianic faith in communism; great
increases in standards of living while famine and child labor
persist; technological breakthroughs that put teachers in space
and AK-47 rifles in the hands of children; new freedoms and
new forms of exploitation. In this course, we will together
attempt to make sense of the 20th century. Please note that
while the course will examine major events and developments
of the century, it will not offer a narrative history, nor will it
be exhaustive. Instead, it will explore a variety of possible
interpretive frameworks to help us better understand where
our grandparents have been and where we are today. Rather
than relying exclusively on (sometimes dry) textbooks, we will
explore the century through a variety of personal narratives,
both written and oral, and reflect on the shaping of both individual and collective memory.
Course materials will include several monographs and novels,
films, photographs, and guest lectures. Students will complete
three five-page papers, one of which will be an interview with
their oldest living relative.
Maximum Enrollment: 25
Time: I1
Room: Old Main 13
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and lor hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and
lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer and
self-evaluation, as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Technically Speaking
INS 21 1-J
Instructor: Esther McLaughlin
Do you enjoy talking about science and technical topics, but
just can't find an audience? We'd love to listen! Through a
series of four oral assignments, you will have the opportunity
to talk science to your fellow scientists, improve on your oral
presentation skills in a variety of formats, learn to effectively
organize a speech, prepare visual aids, and listen to and learn
about other science topics and science policy from your fellow
scientist.
Prerequisite: One year of an introductory-level science course
Graduation Skill Requirement: Speaking
Maximum Enrollment: 16
Time: I1
Room: Science 205
Interdisciplinary
I
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time; I
Room: Old Main 27
Topics: Minnesota Indians
INS 495-J
Instructor: Eric Buffalohead
This course will examine the experiences of the Dakota and
Ojibwe in Minnesota from the time of contact to the present
situation of both tribes. Each group's history and experiences
will be studied and compared to see how each group has
done since the time of contact. Major historical events will be
examined as well as significant events important to each
group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with
things such as assimilation, termination, and/or relocation.
Other topics to be covered include health, education, welfare,
treaty rights, and economic opportunities. The main text will
be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of
major issues through written exams and research
projects/presentations. Upper division students will be
expected to do more comprehensive research.
Maximum Enrollment: 20
Time: I1
Room: Foss 21
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructor: Garry Hesser & Joseph Young
During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the
first two weeks, we will seek to develop a basic understanding
of race relations in the U.S. through readings, visiting lecturers,
videos, learning from each other, and the MLK, Jr. event on
January 17. Then, this intentionally diverse class will board a
bus for an intense, study-travel journey to Little Rock,
Memphis, Birmingham, Montgomery, Atlanta, Nashville, and
Chicago, the places where history was made and the museums
that chronicle those times. We will meet with and interview
participants in these critical events, as well as actively engage
one another in dialogue and collaborative learning. The course
objectives include learning about the history and sociology of
race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s
and 1960s, documenting our personal and group experiences
so that our insights and understanding can be shared with the
Augsburg community and others, and increasing our skills for
cross-cultural collaboration and dialogue. Upper and lower
division: students obtaining upper division credit will complete a research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost estimate: $500, plus the cost of meals for 10 days (with
scholarships available, based upon need-contact Garry Hesser
at 330- 1664)
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 23
**Note: All participants will go on a bus tour beginning
Monday, January 17, and ending on Wednesday, January 26.
Interdisciplinary
I
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format will
focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special
emphasis will be on self discovery learning activities, visits to
Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments;
and give individual and group presentations. Students will
also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 25
Management Information Systems
(MIS)
See listing under Business, pg. 9.
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How can an industry comply with air quality standard at the
smallest possible cost? Did you know that one of the first
applications (other than gambling) of probability theory was
in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most
cost-effective telecommunication network of satellites given
the cost factors between pairs of satellites?In Finite Math
we'll study the topics that give the answers to these questions:
linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3
or higher who need a Quantitative Reasoning course. Class
will be a mix of lectures and small group work. Evaluation
will be based on class participation, quizzes, and exams.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: Quantitative Reasoning
Math Elective for MIS major; economics major
Maximum Enrollment: 22
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Christopher Schwartz
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 205
Mathematics
1
Modeling and Differential Equations
MAT 247-J
Instructor: Rebekah Valdivia
In Modeling and Differential Equations, we will cover a range
of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see
connections between mathematics and "real world" problems
and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and
Differential equations is a must for anyone considering
majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is
also for anyone considering majoring or minoring in
Mathematics. Evaluation will be based on participation,
quizzes, projects, and a final exam.
Prerequisite: MAT 146 Calculus I1 or equivalent
Maximum Enrollment: 22
Time: I
Room: Foss MAC
Beginning German I
GER I l l - J
Instructor: Don Steinmetz
This course is for students with no previous background in
German. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding German culture. Classroom practice focuses
on both presentation of vocabulary and structures and the
use of the language in everyday contexts. Evaluation will be
based on participation, daily assignments, quizzes, and a final
exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Beginning Norwegian I
NOR I1 I-J
Instructor: Becky Hegstad
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I
Room: Old Main 26
S anish and Latin-American Culture
T rough Film
I:
SPA 248-J
Instructor: Roman Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented
with brief readings and audio-visual materials on the historic,
literary, and social aspects that contribute to the background of
these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is
based on class participation; brief weekly, writing assignments;
and a short term paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
Modern Languages
I
+
Topics: Sounds and Sights of Europe
MUS 179-J
Instructor: Roberta Kagin
This course provides an opportunity to visit some of the Great
European cultural centers that provided the impetus for development of music in the cultural life in the New World. For
more information, contact Prof. Roberta Kagin,
(612) 330-1273.
Topics: Sounds and Sights of China
MUS 295-S
Instructor: Robert Karlen
+
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China. For
more information, contact Prof. Robert Karlkn, (612) 3301266.
Survey of Rock History and Musical
Style, 1951-1971
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology
as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class
participation, a comprehensive term paper, exam, and a group
performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Introduction to Music
Theatre Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Darcey Engen
Music-theater exists in every culture, stemming from basic
human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja
Thompson to discuss this interdisciplinary art form, and
develop your own basic skills of music-theater from China,
Japan, India, and other cultures. Course includes writing and
research, class discussion and exercises, small and large group
participation, memorization, and performance. Performers of
all levels are welcome, though some singing and acting ability
is required. Interested students will be auditioned in
December so that appropriate material can be assigned to
them. Course may be repeated with permission from the
instructors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: I
Room: Sateren Auditorium
Topic: History of Caribbean Music
Studied in Miami and Jamaica
t
MUS 2 9 5 4
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. For more information, contact Prof. Robert
Stacke, (612) 330-1271.
Liberal Arts Perspective: intercultural Awareness 1
Maximum Enrollment: 30
Music
I
The Mysticism of Meister Eckhart
PHI 295-J
Instructor: Mark Fuehrer
A study of some of the key texts of the great mystical philoso-
pher, focusing on the idea of detachment from worldly affairs
and the union of the soul with God while in this life. Students
will be expected to prepare brief written analyses of the
assigned readings and present two essays of Eckhart. Seminar
format.
Graduation Skill Requirement: Writing
Maximum Enrollment: 15
Time: I
Room: Old Main I1
Science, Technology, and Values
PHY 117-J
Instructors: Mark Engebretson and Bruce Reichenbach
This course will focus on contemporary problems that arise
from our developing technological capacities. We will consider problems such as the causes and effects of global warming;
depletion of the ozone layer; social, economic, and ethical
concerns in pollution cleanup; agriculture, pesticides, and
genetic effects; the prospects and problems of genetically
engineering both our foodstuffs and humans, and the urban
implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first
explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures
used for ethical evaluation, and the resulting interactions
among the three. Grading will be based on two tests and a
major project.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 40
Time: I
Room: Sverdrup 205
Topics: Physics in Science
and Fantasy Fiction
PH Y 220-J
Instructor: J. Ambrose Wolf
This course deals with physics aspects in movies as well as in
science fiction and fantasy fiction literature on a conceptual
level. We will explore scenes and settings in which physics plays
an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics
in everyday life, where it is encountered and how it works. The
math component of this course will be minimized in favor of a
better grasp of the concepts and thought processes involved.
Various scenes from movies and excerpts from literature will be
presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will
cover one of the topics discussed in class during that week; the
long-term paper will cover a general topic from physics in
everyday life and bibliographic research. Students' papers and
reviews will also be discussed class. This course is designed for
those students who do not plan to major or minor in physics.
Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and
peer review (final paper and review graded) and one long
paper including a draft version corrected by the instructor.
Prerequisite: Effective Writing, Math Placement Group 2
Graduation Skill: Writing
Maximum Enrollment: 18
Time: I1
Room: Science 108
Physics
-.
I
Introduction to Space Science
PH Y 320-J
Instructor: Ken Erickson
This course provides a survey of Earth's space environment
including solar, planetary, magnetospheric, ionospheric, and
upper atmospheric physics (solar dynamics, magnetic storms,
particle precipitation, aurora, and related topics). Evaluation
will be based on two exams, class assignments, one research
paper, and at least one class presentation.
Prerequisite: PHY 245 or permission of instructor
Maximum Enrollment: 15
Time: I
Room: Sverdrup 206
Social Justice in America
POL 140-J
Instructor: Andrew Kurvers Spalding
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student
ability to understand urban problems as issues of justice and
other central values. Evaluation will be based on participation
in discussion and other class activities, on two short (4-6
page) papers and on a final exam. Because of the compressed
time frame of the Interim schedule and the importance of
material covered on the first day of class, no one will be
admitted to the class who does not attend the first day of
class, unless receiving prior permission of the instructor.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Global Peace and Justice: Focus on
Northern Ireland
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use
the class as an opportunity to prepare for the 2000 Peace Prize
Forum, which will cover topics of the conflict in Northern
Ireland. The course will begin with a study of a range of theories used to understand international conflict- including
power politics, psychological and cultural theories, Marxism,
liberalism, and feminism. Readings will include historical and
fictional treatments of the conflict in Northern Ireland, and
we will view some films related to the topic, including The
Crying Game. The class will also involve the use of simulation
and role-playing of international negotiations to give students
a feel for the difliculties and complexities of dispute resolution.
Maximum Enrollment: 20
Time: I1
Room: Old Main 26
Topics: Women in Comparative Politics:
Daughters or Stepdau hters: Russian
"Women on the Eve o the
Millennium"
9
POL 195-J
POL 359-J
Instructor: Nadezhda Shvedova
An overview of the situation of Russian women today. The
course will combine discussion and lecture on the situation of
women in Russia. Shvedova, a leading activist on women's
issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course
will cover women in the economy, politics, in the mass media,
Political Science
I
etc. There will also be attention to issues such as women's
struggle to gain real equality and a voice in society, violence
against women, and the impact of Russia's economic crisis on
women. There will be two or three short papers, plus a longer
(10-12 page) paper at the end of the term. Readings will be
taken from books and articles.
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PS Y 335-J
Instructor: lVancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
Peer Ministry: Principles and
Leadership
REL 232-J
Instructor: Lyle Griner
Students will be instructed to train college, high school, and
junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listenerlhelper. Peer ministry integrates the act of caring and
serving others within a Christian belief system.
Prerequisite: REL 111 or 221
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 40
Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m.
Room: Murphy Place 100
The Lutheran Heritage
REL 345-J
Instructor: Mark Tranvik
Beginning with Martin Luther, this course will study the main
themes and figures of the Lutheran tradition. Class time will
include field trips, discussion, and lectures. Exams, student
participation, and papers will be the basis for evaluation.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Music 22
Religion
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions, and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come from Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States, and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format.
Grades will be based on class participation, two tests, and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Music 23
Varieties of Christian Spirituality
REL 440-J
Instructor: Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 11 1, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 11 1
Exploring Human Services
S WK 257-1
S WK 2 5 7 4
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
S WK 295-J
Intructor: Tony Bibus
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet
with key policy makers, observe court procedures, and discuss
practice and legal issues with child welfare social workers and
possibly with families and children as well. There will also be
opportunities to compare child welfare laws and practice in
the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of
securing safety and nurturing children while preserving their
ties to their family will be examined. We will also explore
controversies and emerging issues in child welfare law such as
concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze
the dynamic interplay of societal values, power, politics, facts
and myths as they manifest themselves in child welfare laws;
they will begin to form their own positions regarding an ideal
approach to supporting the welfare of children from a global
perspective. Evaluation of learning will be in the form of
assessments by instructors and students of the major paper or
project completed for the course.
Prerequisite: Social work majors or permission of Instructor
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 20
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small-group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Social Work
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor: Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: SWK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
SOC 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be the basis
for evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in
common? How do they differ? This course takes violence in
its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With
this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological,
and socio-cultural perspectives. The course will involve a
combination of lecture and discussion based on readings and
videos, debate of current issues in the field, and guest speakers
from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write
about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation
will be an important part of grading. This course has a lab
fee of $25 payable the first day of class to the instructor.
Maximum Enrollment: 20
Time: I1
Room: Sverdrup 206
Sacialaav
Topics: Discrimination, Harassment,
and Communication
SPC 295-J
Instructor: Robert Groven
If you keep sending poems to an old flame at work, are you
harassing them? If your boss tells racist jokes at a bar after
work, are they guilty of discrimination? Why are neo-Nazis
allowed to march through Jewish neighborhoods, but they
aren't allowed to hurl racial insults at co-workers?
Discrimination and harassment are in the headlines regularly,
but most people don't know what they really mean. What
kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual
orientation. It focuses on the legal approach to discriminatory
communication, but also examines the reactions of employers, employees, and organizations generally. This course uses
the "case method" teaching approach, where many specific
examples are studied to produce general conclusions. The
course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and
one test.
Maximum Enrollment: 20
Time: I
Room: Old Main 18
Documentary Video
SPC 347-J
Instructor: Deb Redmond
Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing
with non-fiction subjects. Students will work in production
teams, gaining experience in field production and editing. The
production teams will produce a 30-minute documentary
piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time
for editing.
Maximum Enrollment: 16
Time: I
Room: Science 123
Introduction to Dance
(0.0 credit)
THR 002-T/HPE 002-T
Instructor: Sandra Agustin
With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance,
including modern, ballet, Asian, and Latin forms.
Graduation Skill Requirement: Lifetime Sporl
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T j W Th, F
Room: Sateren Auditorium
Modern Dance/lmprovisation
(0.0 credit)
THR 004-UHPE 004-2
Instructor: Sandra Agustin
Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using
level, volume, and floor pattern, culminating in the creation
of short, improvisational pieces.
Graduation Skill Requirement: Lifetime Spolt
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T j W Th, F
Room: Sateren Auditorium
introduction to Music
Theatre Performance
THR 235-J/MUS 235-J
Instructors: Sonja Thompson and Darcey Engen
See course information listed under MUS 235-1.
Topics: Crossing Borders, Bridging Cultures
An Interdisciplinary course in Norway for
Students in Social Work and Education
January 6 - 27, 2000
EDC 495-P/S WK 295-P
Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or
Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health
and welfare services to children, youth, and families. Students
may take one of two separate but parallel tracks: "Winter
Recreation Programs with Children and Youth" or "Social
Work, Child Welfare Work, and Education." Lectures, field
study and practicum experience will introduce students to the
content and context of professional practice in Norway as well
as the unique Norwegian system of folk high schools. All
classes will be taught in English and will contain both U.S.
and Norwegian students.
Cost: $2465, which includes roundtrip airfare from
Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition.
UMAIE
SPP 201-J
3-
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
*Advanced Spanish Language and Culture in Argentina
'Br~irrttitigC;~tt~rrln
in Germany
"I,'oitvogi~i,q
C,'tdtrrres in Mexico's Yucatan Peninsula
Interim Abroad
*Egypt in Transition
*In the Footsteps of the Crusaders: from Jerusalem to Malta
*The Many Faces of Japan
*Poets and Their Places: Ireland's Literary Landscapes
*Psychology and the International Workplace in Britain
*The Rhine Frontier: On-Site Cultural History at the Heart of
the European Union
Other Interim Abroad Courses
HECUA
"Environment, Economy and Community in Guatemala
*Development and Community in Bangladesh
ACTC Creative Writing Workshop
at Augsburg College
Locating Yourself in the World Through Poetry
Course will carry upper division English credit
Instructor: Roseann Lloyd
This course gives advanced writing students new ways of
expanding their range in poetry. Students will develop their
range by intensive writing practice-poems in many forms:
lyriclnarrative poems, section poems, monologues, prose
poems, political poems. Students will keep a Voices Journal,
collecting language around town. In addition, each student
writer will conduct an interview of an older person and make
poems from that interview. The class texts focus on poetry
that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire:
Fifleen Poets of Today's Latino Renaissance, edited by Ray
Gonzalez. Evaluation will take into account the completion of
process/exercises, class attendance, and a final portfolio. This
is an upper division class for writers who are committed to
their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for
enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration.
Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work.
Room: Anderson 100
ACTC
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The Washington Center 2000
Academic Seminars
Campaign 2000
January 3-14, 2000
POL 398-A
This is a two-week intensive session held in the heart of the
United States government that will focus not only on the new
millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the
Presidency
The Washington Center is offering the above two topics for
the session. Augsburg students must register for the whole
two-week session in order to receive credit (January 3-14).
Credit is available from the political science department for
this program. The course is a passlno credit course based on
participation in program activities including site visits, small
group seminars, and journals.
For further information about the program, contact Prof.
Underhill-Cady in Memorial Hall 112b or at (612) 330-1312,
or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on
priority in registration through Prof. Underhill-Cady's office.
Other Courses
I
Show less
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introducti... Show more
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introduction
Options
Other Courses
................... 5 1
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1258 per
course credit and a $25 technology fee. If they do so, they may
take only 1.0 additional course credit in Weekend College for
winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<wadeb@augsburg.edu>.
Introduction
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 47. Some courses have early registration deadlines.
Internships deadline-Friday, December 8. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Introduction
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,726 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199, 299, 399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2001
November 13 to December 1 . . . . . . . . . . Interim registration
January 3
. . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim
Time I-9:00 a.m. (first day)
Time II-1:15 p.m
January 4 .
. . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 12 . . . . . . . . . Last day for withdrawing from courses
January 15. . . . . . . . . . . . Martin Luther King Day-no
class
January 26.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends
January 30
......................Spring semester begins
February 2
................Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Accounting (ACC)
See listing under Business Administration.
Drawing
ART 107-J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
The legendary light and geography of Provence has shaped art
history for centuries. In the last hundred years alone, it has
inspired countless works of art. Using French language and
personal art, students will immerse themselves in place, documenting their own inspiration with text and images of
Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come
alive for students, resulting in a very personal memoir
grounded in site-specific content. Students will spend the
majority of their time in Provence, winding up the program
with four days in Paris. For more information, contact Prof.
Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara
Christopherson, (612) 330-1232.
Note: This course is being taught in France and is listed in
the UMAIE booklet as Topics: The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: ART 107 -Aesthetics
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee for
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
This course is an introduction to techniques commonly used
in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography,
Western blots, measurement of enzyme activity, and thin layer
chromatography.
Note: BIO 368 cannot be used to satisfy an upper division
elective in the biology major.
Prerequisites: 2.0 in BIO 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Internal Audit and Management
Consulting
ACC 424-J
Instructor: Staff
Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf,
ncc,
marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques,
"just-in-time" philosophy, efficiency improvement techniques,
disaster recovery planning, and report writing. Students will
be evaluated by classroom quizzes, a project, and final examination.
Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379
Graduation Skill Requirement: Speaking, Writing 1 & 2
Maximum Enrollment: 20
Time: II
Room: Old Main 11
Biology
d,
The Music Business: Marketin
Promotion, Publishing, Recor Ing
BUS 105-Jl305-J
MUS 105-Jl305-J
Instructor: Ned K a n t a r
An introduction to the music industry. Topics covered
include contracts, business structures and basic business
essentials, band names, publicity and advertising, and the
role of agents and managers. Other topics included are music
and theatre, arts administration, copyright, licensing, and
recording. Objectives include giving students a basic working
knowledge and an understanding of the necessary survival
skills to succeed in the music industry, the ability to access
and lwowss i ~ i i i ~ r n l a t i oncctlccl
r~
I;II. solvi~lerylriciil t n i ~ s i c
(11' 111e liur~(lr.t'tlaol'
I,usir~uss ~ ~ ~ ~ o l ) :unil
l ~ ~nn
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ject. Examples include devising a specific marketing plan for
a venue, concert series or performing ensemble; researching a
specific career opportunity; or another approved project. For
interested students, an optional four-day trip to the
American Performing Arts Presenters (APAP) Annual
Conference in New York City, the largest booking conference
for concert presenters in the world, is scheduled for January
6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written
and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format.
Maximum Enrollment: 15
Time: II
Room: MUS 4
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
International Marketing
BUS 466-J
Instructor: Wolfgang Winter
Issues and activities unique to marketing in an international
context. [Required for the new major in Marketing.]
Prerequisite: BUS 252
Maximum Enrollment: 20
Time: II
Room: Old Main 29
Personal Financial Management
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
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related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
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Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement
Group 3
Maximum Enrollment: 20
Tme: II
Room: Lindell 16
Chemistry for Changing Times
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person living in modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or
societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically
grown food, chemical dependency, licit and illicit drugs, the
energy crisis, and the debates about sources of energy, the
green house effect, and nuclear waste storage, pollution,
genetic engineering and much more. Many of these problems
are chemical in nature. Thus, in learning about chemistry, via
lecture and in-class discussion, we can begin to understand
ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the
score of total points on the daily quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Chemistry
I
Introduction to Computer Science and
Communication
CSC 160-J
Instructor: Noel Petit
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J
CSC 373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC 373 is a continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: II
Room: Sverdrup 205
Topics: Forecasting Economic &
Business Activity
ECO 495-J
Instructor: Steve Huchendorf
This course is designed to prepare students for analyzing primary and secondary economic and business data in making
business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building
knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams,
Economics
I
correlation analysis, moving averages, exponential smoothing
techniques, regression models, classical decomposition,
regression of time series, box-jenkins time series analysis, and
various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are
learned in the course, students will also apply the concepts
with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams
and a forecasting project. The forecasting project will apply
the course concepts to a student selected data series.
Prerequisite: ECO 112 or 113 or consent of instructor.
Maximum Enrollment: 15
Time: I I
Room: Sverdrup 201
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OIConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor, or
consent of instructor.
Maximum Enrollment: 9
Time: II
Room: Sverdrup 206
The Cuban Story: Quantitative
Journalism in Cuba
ENG 347-A
Instructor: Cass Dalglish
Students will research and write stories with a statistical issue
at the core, doing their work where few U.S. citizens have
been able to travel or study-Cuba. They will study how to
evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will
study the Cuban economy and both the gains and challenges
politics have brought to Cuba. During the 10-day seminar,
students will interview economists, meet government officials,
travel to the country to consider food and farming, study
health care and education, and meet students and journalists.
Finally, students will write lucid investigative stories which
demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and
readable style - in oral and written formats. The class will
have several meetings at Augsburg before the Cuba travel and
several following the group's return to the U.S. [This is a joint
day Interimlwinter WEC course with enrollment limits.]
Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement
Group 3
Graduation Skill: Quantitative Reasoning
Time: arranged
Topics: Which West? The American
West in Film and Literature
ENG 282-A
ENG 382-A
Instructor: Joan Thompson
In this class you will read literature and view films in order to
learn about ways in which ideas about the American West
have helped to shape American identity and cohstructions of
the West. Although over 100 years have passed since Frederick
Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society,
the West has not lost its associations with the frontier and its
attendant mythology. You will learn that even as formulaic
fiction and film popularized this vision of the West, serious
writers and, more recently, filmmakers have been exploring
other possible versions of the West. Through focusing on
these explorations of the West as place, you will gain an
understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in
American views of the West. You will also explore ideas such
as Manifest Destiny, individual freedom, and appropriate land
use. Because the West has always been filled with a plurality of
voices, you will look'at ways writers and filmmakers who have
visited, imagined, or lived in the West have both affirmed and
countered these myths and ideas in their work.
Course grades will be based on readinghiewing journals, a
three to four page paper, a final exam, and class participation.
Additionally, if you are enrolled in 382, you will read several
critical articles on reserve at Lindell Library, as well as an
additional novel. You will then write an additional short
paper on the novel using the critical ideas you have studied.
You will also give a brief presentation on your additional
reading.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Old Main 26
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its
end, the nightmares imagined by novelists of Great Britain
have continued to interest and horrify readers throughout
the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural
set in Italy or Spain) or "Newgate" novels (true-crime stories
about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood
and Wilkie Collins were producing a stunningly successful
series of works in which the action was set in the everyday
world of the Victorian middle classes, and the villains (as one
reviewer remarked) seemed like people the reader might
meet at dinner. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising issues
that the politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why
these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one
additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics: The Heroic Journey
ENG 282-M
ENG 382-M
Instructor: Joan Griffin
"The hero," says Joseph Campbell, "Is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society.
This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of
the hero by Lord Ragland, Carol Pearson, and Richard
Slotkin, among others. We will note that major heroic genres
in western tradition-the epic and romance-almost always
assume that the hero is usually a warrior and aristocrat. Thus
we will analyze typical elements of the heroic warrior myth as
depicted in ancient and medieval epics and romance, but will
also pay particular attention to works that challenge or
enlarge the tradition. We will consider the implications of the
enduring popularity of warrior-hero renditions of the heroic
journey.
Evaluation is based primarily on papers. Class attendance is
mandatory. Do not take this course if you know that you will
need to miss more than two classes.
Prerequisite: ENG 111 recommended but not required.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Foss 20
English
Beginning French I
FRE I l l - J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
This course is the same as ART 107-J Drawing. See p. 7 for
course description.
Note: This course is being taught in France and is listed in the
UMAIE booklet as Topics : The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: Intercultural Awareness 2
C.S. Lewis and the Christian
Imagination
HON 401 -J
Instructor: Larry Crockett
For information, contact Prof. Larry Crockett,
(612) 330-1 160
Liberal Arts Perspective: Christian Faith 2 or 3.
Time: I
Room: Sverdrup 208
Dance (men only)
(0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously
Maximum Enrollment: 12
Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Honors
Dance (women only)
(0.5 course credit)
HPE 232-W .
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Prevention and Care of Athletic
Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 20
Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25
Room: Melby 119
School Health Curriculum(O.5 course
credit)
HPE 320-J
Instructor: Staff
Techniques for developing a course of study in school health
based upon growth and development for grades 5-12.
Examination of "Standards" and pedagogy for health education, curriculum and assessment included.
Maximum Enrollment: 18
Time: I - Mondays, Wednesdays, and Alternate Fridays
Room: Melby 202
Administration and Supervision of
School Health
(0.5 course credit)
HPE 41 0-J
Instructor: Staff
Historical background, legal basis, school health services in
relation to community and school health programs and
resources.
Maximum Enrollment: 18
Time: I Tuesdays, Thursdays, and Alternate Fridays
Room: Melby 202
-
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
Health & Physical Education
1
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon
Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots
are filled)
The Use and Misuse of "Lessons" of
History in 20th Century European
Diplomacy
HIS 195-J
Instructor: Sheldon Anderson
This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin,
Woodrow Wilson and the Versailles Treaty, Neville
Chamberlain and the appeasement of Adolf Hitler at the
Munich Conference in 1938, Joseph Stalin's decision to sign a
non-aggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the
course will focus on the popular myths that have developed
about these leaders and these conferences, and some of the
"lessons" that scholars and policymakers have drawn from
them.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and /or hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars
and lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer
and self-evaluation as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructors: Garry Hesser and Joseph Young
Learn by visiting the historic sites and visiting with those who
brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and
60s a series of major events and fundamental social change
occurred in the United States. For the first two weeks, we will
seek to develop a basic understanding of race relations in the
U.S. through readings, visiting lecturers, videos, learning from
each other, and the MLK, Jr. event on January 15. Then, this
intentionally diverse class will board a bus for an intense,
study-travel journey to Little Rock, Memphis, Selma,
Birmingham, Montgomery, Atlanta and Nashville-the places
where history was made and the museums that chronicle
those times. We will meet with and interview participants in
these critical events, as well as actively engage one another in
dialogue and collaborative learning. The course objectives
Interdisciplinary
include learning about the history and sociology of race and
ethnic relations in the U.S.; gaining insights from persons and
places that mark the "turning points" of the 1950s and 1960s;
documenting our personal and group experiences so that our
insights and understanding can be shared with the Augsburg
community and others; and increasing our skills for cross
cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a
research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost: $600, plus the cost of your ineals and personal expenses
for 11 days. Covers all transportation and lodging for 11
nights.
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 25
Time: I
Room: Murphy 111
**Note: All participants will go on a bus tour beginning
Monday, January 15, and ending on Friday, January 26.
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format
will focus on work as viewed by this generation and the
requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and
discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students
will also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Lindell 16
Dakota History and Culture
INS 495-J
Instructor: Eric Buffalohead
This course examines Dakota culture and history from 1650
to the present. Emphasis will be on cultural changes and
development affecting the Dakota tribes in Minnesota.
Students will be required to conduct in-depth research and to
write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to
facilitate discussions.
Maximum Enrollment: 15
Time: II
Room: Music 23
Room: Murphy 111
*
To ics: The Czaeh Republic: Social and
Cu bra! Impact of the Emerging Free
7
Market Economy
INS 495-K
Instructor: ~ t StoHer
u
This intensive experience in contemporary Czech culturr and
society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central
Europe. Students will reflect critically on how their own life
experiences have shaped their perspectives in the world, and
how this differs from people in other countries. During week
one, there will be excursions and field trips, that will explore
the environs of Olomouc and study the history, culture, art,
and architecture of the Czech Republic. Week two will focus
on the Czech Republic's recent membership in NATO.
Students will study the roots of the divisions of modern
Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values which underlie these new
economic initiatives. For more information and costs for the
trip contact Stu Stoller at (612) 330-1772
Management Information Systems
(MIS)
See listing under Business Administration
Social Justice in America
POL 140-J
Instructor:Andrew Aoki
In this course, students will develop their ideas about social
justice, and apply them to urban issues. This is a course for
those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers
and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students
who anticipate having to miss one or more classes should not
take this course. The most successful students will be those
who are willing and able to engage in a rigorous and critical
examination of their own views. Participation is required,
including evaluating and commenting on the ideas of classmates.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Music 22
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem.
Of late in cities across America there has been "a return to the
river," and in this class we will be doing the same. The River
stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power
and beauty of the natural world, and there is much to be
learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will explore the river through the eyes and experiences of
those who have worked and lived their lives along it, and
through site visits to locations along the river, speakers in
class, and on the Internet. Students will have an opportunity
to explore their own interests in the river through individual
projects, ranging from boat building, to lobbying at the State
Capital, to the various Mississippi floods, to river ecology and
"green consumerism." There will be opportunities to work
with local river-related groups on those projects. Throughout
the course students will be encouraged to dream, and to work
on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having
something concrete to show for their efforts. These projects
can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so.
Liberal Arts Perspective: Social World
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Tme: I
Room: Old Main 25
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: II
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: II
Room: Old Main 25
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation.
Students will study the latest research on children, youth, and
families from Search Institute and learn the new paradigm of
home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a
holistic approach to youth and family ministry.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 25
mme: II
Room: Music 24
Psychology
I
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come form Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
'lime: I
Room: Music 23
Topics: Psalms, Songs, and Religious
Poetry
REL 308-J
Instructor: Rolf Jacobson
A study of poetry from the Christian tradition, focusing on
biblical psalms and poems, religious poetry, and Christian
hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based
on one major paper, leading three discussions of primary
texts, and on class participation and preparation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Religion at the Movies
REL 309-J
Instructor: Lori Hale
Religious themes such as good and evil, morality and ethics,
human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored
through the medium of popular film. Movies including the
"The Matrix'', "The Shawshank Redemption", "Babette's Feast'',
and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a
final paper will serve as the basis for evaluation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: II
Room: Music 22
The Vision of God in Nicholas of Cusa
and Martin Luther
REL 455-J
Instructor: Mark Tranvik and Mark Fuehrer
This course examines the thought of two major thinkers from
the late medieval and reformation periods. We will read and
discuss primary texts from Cusa and Luther, focusing on the
theme of the "vision of God" Last three days of the course will
be held at a lodge in northern Minnesota. Three extended
essays will be the basis of evaluation. Team-taught by
Professors Mark Fuehrer (philosophy) and Mark Tranvik
(religion). A fee of $225.00 is required to cover lodging costs.
This will need to be paid by December 1,2000.
Transportation is student responsibility.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Religion
I
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Vern Bloom and TBA
Experiential learning occurs as students volunteer 60 hours
in a service agency or institution that they select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to introduce the fields of
practice in social work and to help students explore a possible major in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
SWK 295-J
Intructor: Tony Bibus and Ragnhild Collin-Hansen
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes,
meet with key policy makers, observe court procedures and
discuss practice and legal issues with child welfare social
workers and possibly with families and children as well. There
will also be opportunities to compare child welfare laws and
practice in the US with those in Europe, especially Norway.
The principles of permanency planning, family-centered
practice, prevention and protection, and the twin goals in
child welfare of securing safety and nurturing children while
preserving their ties to their family will be examined. We will
also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service
strategies, encouragement of the adoption of children of color
by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students
will analyze the dynamic interplay of societal values, power,
politics, facts and myths as they manifest themselves in child
welfare laws; they will begin to form their own positions
regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be
in the form of assessments by instructors and students of the
major paper or project completed for the course.
Prerequisite: Social Work Majors or permission of Instructor
Maximum Enrollment: 8
Time: II
Room: Sverdrup 20
Field Work I: Integrative Seminar
SWK 307-J & K
Instructor: Curt Paulsen and Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Human Community and the Modern
Metropolis
SOC 211-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be basis for
evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment 25
Time: I
Room: Foss 175
Social Work
rrs
-
Foundations in Women's Studies
WST 201-J
Instructor: Julie des Jardins
This course offers an introduction to the interdisciplinary
field of women's studies. Students will explore the scope of
women's studies; develop greater understanding of diverse
women's status, contributions, and concerns nationally and
globally; and consider how women's studies and other academic disciplines influence our perspectives on women and
men, and on policies and actions affecting people's lives.
Throughout the course, we will make connections between
gender, racelethnicity, economic class, sexuality and other
differences in our analysis of women's experiences. Finally,
we will explore ways to put our knowledge into action.
This course requires active participation, daily reading and
several short writing assignments. In addition, we will take
field trips to visit some women's organizations in the Twin
Cities.
Graduation Skill Requirement: Speaking
Maximum Enrollment: 20
Time: II
Room: Old Main 13
Women's Studies
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball. Grading:
PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time 12:OO-1:00 M, T, W, Th, F
Room Melby Gym northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sports
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
Social Work in Nicaragua-Challenges
in Social Justice
+
January 7-26, 2001
SWK 295 (Contact your social work adviser about credit
options.)
Instructor: Randy Herman, Univ. of St.Thomas;
Augsburg Contact: Tony Bibus
Will introduce students to social issues faced by Nicaraguan
families and communities in both urban and rural settings.
Experiential in design, this course will provide opportunities
to meet Nicaraguan people in their homes, communities and
places of work. Spanish language proficiency is not required,
as interpretation will be provided as needed. The course will
include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in
Spanish conversation.
Cost: $2595, This includes roundtrip airfare from
Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for
course at Augsburg College, Office of Registrar. Also, make
application at the Center for Global Education in Murphy
Place. Application deadline: October 20, 2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
+
Topics: Social Work & Education in
Norway
January 3-26, 2001
EDC 495-PISWK 295-P (Social work majors should
contact their adviser about credit options.)
Instructor: Hans Eriksson; Augsburg contacts: Tony
Bibus or Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and
health and welfare services to children, youth and families.
Students may take one of two separate but parallel tracks:
"Winter Recreation Programs with Children and Youth'', or
"Social Work, Child Welfare Work, and Education." Lectures,
field study, and practicum experience will introduce students
to the content and context of professional practice in Norway
as well as the unique Norwegian system of folk high schools.
All classes will be taught in English and will contain both
U.S. and Norwegian students.
Prerequisites: Students signing up for the education track must have some
experience in cross-country skiing.
Cost: $2350. This includes roundtrip airfare from
Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at
Augsburg College, Office of Registrar. Also make application
at the Center for Global Education in Murphy Place.
Application deadline: October 20,2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
Africa and the Middle East
The Middle East: A Spiritual Geography
Tradition and Modernity in Africa: The Experience of Ghana
Asia
Development and Community in Bangladesh
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
British Henlth Girt': Mecli~r,qSl~cr.irllNeeds
,
and Music
Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture,
~ I N
I orw~~y
Sot:i(rl ht~rk1111tiEiiuci,~tiot~
'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the
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~ lqrw M ~rk~+t
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71y
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Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr
' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to
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i ~ I~ gY ~ W
i411ii
~I~~
7k;~irlrtirigI;ri,rr.l~ch
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u
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I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt
The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS,
A h 6 t . ~ and
, Parishes
The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris
~~rs
"Most German of the Arts": Music and German National
Identity
Psychoanalysis and Feminism: French, British, and American
Perspectives
Scandinavian Economy, Culture, and Society
Latin America and the Caribbean
The Cuba Story: Quantitative Journalism in Cuba
Sailing in the Virgin Islands
Social Work in Nicaragua
Interim Abroad
Other lnterim Abroad Courses
HECUA
Environment, Economy and Community in Guatemala
Development and Community in Bangladesh
ACTC
Peace and Conflict Studies in Northern Ireland
ACTC Creative Writing Workshop
at St. Thomas
The Language of Desire: Theory and Practice of
the Love Poem For Advanced Creative Writers
Course will carry upper division English credit
Instructor: Leslie Adrienne Miller
What makes a poem hot? What gives language that extra
charge and sparkle? Why are bad poems about sex really bad?
What is the role of the erotic in a poem? In a love poem?
How do poems seduce us, engage our sense of physical desire
via our imagination? How can we be sure we've written a sexy
poem rather than a mere sex poem? How have poets
answered these and other questions across a variety of times
and cultural contexts? This course will explore these and
other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of
poems are seldom actually about the sex act itself. In this
course we will take a look at erotic elements in poems and
explore how poets handle physical desires of all kinds to
engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will
examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy
subjects into vibrant and appealing answers to human desire.
The class will include in-class discussions of text, writers to
the course, on the recommendation of the creative writing
faculty. To be considered for enrollment in this course, con-
Interim Abroad
tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612)
330-1423, before registration.
Time: Monday through Thursday 1-4 p.m.
Room: 108 Christ Child Hall. University of St. Thomas
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The washington Center 2001
Academic Seminars
The Presidential Inauguration
January 7-20, 2001
Pol 398-A
The Washington Center's "Campaign 2000" academic seminars
will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential
transition of power and explores how the new administration
succeeds in moving from campaign rhetoric to hallmarks in
public policy. Participants also join in the celebration, pomp,
and ritual of a presidential inauguration. One half credit is
available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at
(612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There
are four scholarships available to cover registration and tuition
costs based on priority in registration through the political science department.
Other
Show less
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ... Show more
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ...................39
Introduction
Introduction to Interim
The College follows a 4- 1-4 calendar, with fall and spring
semesters of approximately 14 weeks separated by a four-week
January Interim. Interim is intended to be a time for both
students and faculty to employ styles of teaching and learning
and to investigate questions and topics in places and ways not
possible during the regular term. The College is changing its
calendar next year to a 4-4 calendar so January Interim 2002
will be the last opportunity to take an Interim course.
Freshmen are required to take an Interim course their first
year. All other current students are expected to complete the
two interims required for graduation.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period,
instructors will establish the precise attendance policy for
their courses. Students can register for only one course credit
during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous
grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change and
students should check with the instructor to verify the final
costs.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit
classes. They may also take a lifetime sport (zero credit). The
lifetime sport is at no additional charge if they are full-time
students (fall term). If less than full time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1321 per
course credit and a $25 technology fee. If they do so, they may
petition to take an additional 1.0 course credit in Weekend
College for winter trimester.
Augsburg College, as afirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic andlor school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal or
state regulations implementing equal access and opportunity can
be directed to Betty Wade, afirmative action coordinator, Ofice
of Human Resources, CB 79,Augsburg College, 221 1 Riverside
Ave., Minneapolis, M N 55454. She can be reached by telephone,
(612) 330-1023; or by e-mail, <wadeb@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 38. Some courses have early registration deadlines.
Internships deadline-Friday, December 7. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4-1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's
general education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,844 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2002
November 13 to December 1
January 3
. . . . . . . . . . Interim registration
..........................First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m
January 4
. . . . . . . . . . . . . . Last
. day to register or add a class
January 7
. . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class
without notation on record
January 16 ..................... Last day for determining
grading option with registrar
January 16
.........Last day for withdrawing from courses
January 2 1. . . . . . . . . . . . . Martin Luther King Day-no
class
January 25.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends
January 29.
. . . . . . . . . . . . . . . . . . . . . . Spring semester begins
February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15-5:00 p.m.
Note: Martin Luther King Day-no
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at 612-330-1 150.
h f e Drawing
ART 247-J
Instructor: John McCaffrey
A study of undraped figures for art students and non-art
students. The figures will be depicted with a variety of
drawing media. Students will study form, structure, skeletal
and surface anatomy, proportion, rendering techniques, and
composition. There will be a $45 fee to be paid on the first
day of class
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Tme: I
Room: Old Main 17
/Topics: Watercolor Painting: Art of the
French Table
ART 300-J
Instructor: Tara Christopherson
A
!r'
Aim
What Arles cafe seated Van Gogh on the yellow chair he
immortalized? What Provencal traditions produced the
inspiration for Cezanne's still life, Fruit Bowl, Glass and
Apples? How did the region's pottery and glass artisans
influence the dramatically modern Leger and Picasso? The
wallpaper in Matisse's tableau, Harmony in Red-did it hang
in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse
inspired his flower-filled paintings? In this course, students
learn transparent watercolor techniques and experience the
art of the French table by painting on location-subject
matter, conversation, locations, and traditions that inspired
masters.
For more information, contact Prof. Tara Christopherson,
612-330-1232.
Maximum Enrollment: 15
Marine Biology of the Florida Keys
BIO 140-J
BIO 340-J
Instructor: William Capman
dLm
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal, and sub-tropical
communities. This class will spend about two weeks in
Florida at the Newfound Harbor Marine Institute located on
Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field
trips to coral reefs (Looe Key National Park), tide pools, turtle
grass flats, mangrove islands, and upland hammocks will be
led by professional naturalists from the institute. Organisms
and communities will be studied on site and in the
laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunities to
gather data over a period of several days. Visits to Pennicamp
State Park, Key West, and the Everglades will be included.
Evaluation will be based on:
BIO 140: (1) field and laboratory records, (2) personal
journal, (3) quizzes at Marine Institute, and (4) final exam.
Prerequisite for BIO 140: Any one of the following courses or
their equivalents-BIO 101, 102,103,113, 114, or consent of
instructor.
BIO 340:(l)field and laboratory records, (2)personal journal,
(3)quizzes at Marine Institute, (4)written report of the
research project, and (5)final exam.
Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of
the instructor.
Estimated cost of the course: $2,500 (includes airfare, all
ground transportation, housing, and meals while at the
institute). Contact the instructor for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: II
Room: Science 225
Rhe Biology of Aging
BIO 185-J
Instructor: Bob Herforth
With the aging of the Baby Boom generation, interest in, and
research on, the biological basis of the aging process has
taken on an air of urgency, compared with an earlier more
leisurely approach. This course surveys functional changes
which occur in the body with age and diseases associated
with aging, such as osteoporosis, Alzheimer's disease, and
cardiovascular disease. The major theories that have been
proposed to explain what causes aging will be presented,
including findings on the cellular and genetic basis of aging.
Attention will also be focused on the results of attempts to
slow the aging process in experimental animals and humans.
Prerequisite: None
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
/personal Finance
BUS 240-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment and retirement
planning. Evaluation: Quizzes and exams.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Foss 43
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
This course provides an examination of current Japanese
business practices using a cultural perspective. A multimedia
approach will be employed involving film, television
documentaries, radio speeches, and readings from current
periodicals in addition to text materials. A seminar model will
be used with substantial participation expected on the part of
the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and
mid-term and final examinations. This class should be of
interest to anyone majoring or minoring in international
business or any field of business administration, as well as
anyone interested in Japan. Students who cannot attend every
class should not enroll in this course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry and
American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Polymers (and Plastics). Without
this innovative technology, life as we know it would be much
different. The variety of polymer molecules and their
properties make up many, diverse plastics and the variations
are endless. Many items and materials in the areas of
coatings, adhesives, leisure/sports equipment,
building/construction, automobiles, furniture, clothes,
medical supplies, cosmetics, and others that are used everyday
come from different polymeric materials made from polymer
molecules. In this course we will explore and discuss the
world of polymer chemistry. Polyethylene is one of the most
commonly used synthetic polymers in "plastic" wrap and
trash bags. A common natural polymer, polyisoprene, is
collected from the sap of rubber trees and tires, golf balls, and
latex gloves are just some of the many uses. The class will
focus on two books. One, American Plastic: A Cultural
History, by Jeffrey Meikle, for the historical perspective of our
world of polymers. Themes from the book, the different
types of polymers used, and recent themes such as the
recycling of plastics will be discussed. A second book, Giant
Molecules, by Grosberg and Khokhlov, will help with the
previously mentioned themes and give more depth to the
broad world of polymers not covered in Meikle's book. There
will be six lab periods in which some polymer molecules will
be made and several of their interesting properties will be
explored. Students will be graded on 25 group worksheets,
six quizzes, six reflection papers, six lab periods, and an
individual project and presentation.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 1 or 2
Maximum Enrollment: 22
Time: II
Room: Science 315
States of Maiter (.50 Credit)
CHM 114-J
Instructor: Joan Kunz
CHM 114 provides an overview of the main states of matter,
examining the laws governing the behavior of gases, liquids,
solids, colloids, and solutions. The course connects chemical
theory and models of matter with real world behavior and
application. CHM 114 is a required transitional course for
students needing one year of general chemistry who enter at
the CHM 105 level and intend to take CHM 116 in the
spring. CHM 106 will not be offered in the spring of 2002; all
students needing two semesters of general chemistry must
take either CHM 1151116 or CHM 10511141116.
Prerequisite: CHM 105
Time: I
Room: Science 212
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Charles Sheaffer
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical
circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with
frequent in-class lab exercises on the topics above. Grading
will be based on examinations, labs, and homework. This is
not a course in computer applications or how to use
computers, although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Tune: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Grading will be based on examinations and
programming assignments.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
School and Society
EDC 480-J
Instructor: Joe Erickson
-l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in
two cultures: the United States and Nicaragua. Participants
will have an opportunity to see how these two contrasting
cultures and social systems view the role of schools within
their societies. Every system of learning has both
opportunities and defects. Those in leadership roles within
each system make choices about how to educate. The goal of
the course is to enhance participants' understanding of the
role of teaching and learning within a society, both in the
formal elementary and secondary educational systems and in
non-formal educational structures such as adult literacy
campaigns. For more information, contact Prof. Joe Erickson,
612-330-1647.
Prerequisite: Sophomore-standing education majors & completed PPST &
admitted to the education department
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.)
Time: WEClDay
1
Topics: Live Theatre Here and Abroad:
The Best of Two Worllds
ENG 282-2
Instructor: Ron Palosaari & Darcey Engen
W f/F , ~
I
London, an exciting city to visit, has the best live theatre in
the world. MinneapolisISt. Paul is one of the best places for
drama in America. We will spend 10 days enjoying London
theatre, nightlife, and cultural opportunities. Then we will
return and study Twin Cities theatre, which has its own
strengths. Students will also be assigned several museums
and art gallery visits, hear guest speakers that will include
directors, actors, and stage managers. Our course will be
especially good for those students who want to travel abroad
but are looking for a shorter or less expensive trip. Any
interested student, however will find this course a rich
educational experience. For more information, contact Prof.
Ron Palosaari, 612-330-1005, or Prof. Darcey Engen,
612-330-1549.
Prerequisite: None
Liberal Arts Perspective: Aesthetics
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in 19-century Britain
of the popular novel of suspense, mystery, and terror. From
Frankenstein early in the century to Dracula at its end, the
nightmares imagined by novelists of Great Britain have
continued to interest and horrify readers throughout the 20th
century. Early in the century these tales were generally either
"Gothic" (stories of horror and the supernatural set in Italy
or Spain) or "Newgate" novels (true-crime stories about the
lower classes). By the 1860's however, popular novelists
including Charles Dickens, Mary Braddon, Eliza Wood, and
Wilkie Collins were producing a stunningly successful series
of works in which the action was set in the everyday world of
the Victorian middle classes, and the villains (as one reviewer
remarked) seemed like people the reader might meet at
dinner. Often challenging and sometimes subversive, these
novels drew intense public scrutiny by raising issues that the
politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their
original audiences, however, we will also work to determine
why these novels have continued to appeal to successive
generations of readers. Course grades will be based on class
attendance and participation, two short papers, a group
presentation, and a final exam. Upper-level students will read
one additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics in History: Minnesota History
HIS 195-J
Instructor: Bill Green
This course will cover the early racial, ethnic, political, and
economic history of Minnesota, focusing on the Ojibway and
Dakota, the explorations of the French and British, the U.S.
territorial era, and statehood. We also will look at how
European immigration impacted Minnesota, and how the
rise of various political movements influenced the
governance of the state.
Prerequisite: None
Maximum Enrollment: 25
Time: I
Room: Old Main 23
Dance (men only) (0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I- 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Dance (women only)
(0.5 course credit)
HPE 232-W
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I - 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Instructional Materials & Methods in
Health Education
HPE 390-J
Instructor: Eileen Uzarek
This course will cover principles and methods of instruction
applied to health education(5-12). Emphasis upon
teachingllearning strategies and student assessment.
Development and delivery of lessonslactivities is included.
Students are evaluated by their peers and the instructor on
their ability to create, deliver, and assess health education
lessons in a "real"c1assroom. Evaluationlgrading is also based
upon the completion of a "technology project:' resource file,
and exam.
Prerequisite: HPE 110
Maximum Enrollment: 25
Time: I
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
1'1
e>m
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student will
live aboard a 43'-46' fixed-keel sailboat with five to six other
people and will function as an active crew member. Actual
on-the-water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and wind
surfing will be available on an optional basis. Some classes
will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $3,500, which includes airfare for Augsburg
day students and qualifying Interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
I
Pfaff, Melby Hall 121, Augsburg College. They must be
turned in with deposit and appropriate signature before final
acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, 612-330-1247; no smoking is allowed; basic swimming skills;
Graduation Skill Requirement: Lifetime Sport, also one course credit upper
division
Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots
are filled)
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be
discussions on the differences between the Islamic sects
(Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal
with the similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Old Main 27
Paideia Seminars
INS 255-J
Instructor: Anne Kaufman
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and lor hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars,
and lead seminars. Students will be assessed on journal
entries including evidence of seminar preparation, reflection,
peer and self-evaluation, as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Old Main 18
Topics: I've Been Working on the
Railroad
INS 268-J
Instructor: Noel Petit
An overview of the history, technology, economics, and future
of railroading in the United States. Includes visits to rail and
transportation facilities here in the Twin Cities as well as a
rail trip to Chicago on Amtrak to experience intercity and
commuter rail systems. Designed to give the student an
understanding of the significance of this hidden part of the
U.S. economy. The student will learn how significant
Minnesota has been in the development of rail systems where
we are going in this growing industry. We will have a special
emphasis on the development of the towns of the Midwest.
Students will complete four papers (one each week) and
present their paper to the class (with multimedia images and
videos) each week. Students will critique each presentation.
Trip Fee: $300. Note: This fee will be placed on your student
account when you register for this course.
Prerequisites: Effective Writing English 111
Maximum Enrollment: 25
Liberal Arts Perspective: The City
Graduation Skill Requirement: Speaking
Time: I
Room: Sverdrup 201
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson & Lynda Olson
This course introduces students to the nature of work, and its
role and value to the individual and to society. Seminar
format will focus on work as viewed by this generation and
the requirements to succeed both now and in the future. A
special emphasis will be on self-discovery learning activities,
visits to Twin Cities businesses and community organizations,
and discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations.
Students will also explore various organizations of the Twin
Cities and understand their role and impact in a major
metropolitan area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: II
Room: Lindell 16
Native American Storytelling
INS 332-J
Instructor: Sophia Jacobsen
The objective of this course is to study Native American
storytelling from a cultural perspective. An appreciation of
oral traditions will be emphasized and studied within the
broader context of world mythologies. Students will learn
how the art of storytelling is integral to story content.
Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1
Maximum Enrollment: 25
Time: II
Room: Music 23
Topics: The Czech Republic: Social and
Cultural Impact of the Emerging Free
Market Economy
INS 495-C
Instruclor: Stu Stoller
This intensive experience in contemporary Czech culture and
society will allow you the opportunity to develop an
appreciation for the many diverse cultures that intersect in
Central Europe. Students will reflect critically on how their
own life experiences have shaped their perspectives in the
world, and how this differs from people in other countries.
During week one, there will be excursions and field trips that
will explore the environs of Olomouc and study the history,
culture, art, and architecture of the Czech Republic. Week
two will focus on the Czech Republic's recent membership of
NATO. Students will study the roots of the divisions of
modern Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will
concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values, which underlie these new
economic initiatives. For more information contact Stu
Stoller at 612- 330-1772
Applied Algebra
MAT 105-J
Instructor: Su Doree
Concepts of linear, exponential, logarithmic, and other
models with an emphasis of applications to the social and
natural sciences, business, and everyday life.
Prerequisite: Math Placement Group 2
Maximum Enrollment: 25
Time: I
Room: Sverdrup 1
I '
Math of lnterest
MAT 173-J
Instructor: Nick Coult
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 205
Math of lnterest
MAT 173-K
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 108
I
Topics: Sounds and Sights of Europe
w
M U 5 179-J
Instructors: Roberta Kagin & Gabe Gabrielsen
d m\,/I
' I ' h i ~cnlirse provides an opl~nrtiir~ity
t1-r visit sonw of tlw
F
Great Eurclpeau c~~ltural
ccfilers that ~~rovidcd
the impctits f i l l I
development of cultural life in the New World. For more
information you may call Prof. Roberta Kagin, 612-330-1273.
Liberal Art Perspective: Aesthetics
Maximum Enrollment: 15
Survey of Rock History and Musical
Style, 1951-1971
MUS 204-J
Instructor: Ned Kantar
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, written
assignments, exam, and a group project. For non-music
majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: II
Room: Music 3
.
Skills of Music Theatre
MUS 235-J
THR 235-J
Instructors: Sonja Thompson & Darcey Engen
Music-theater exists in every culture, stemming from the basic
human impulse to dance, sing, and express oneself. Come join
theatre professor Darcey Engen and music professor Sonja
Thompson as we explore this interdisciplinary art form, and
assist you in developing your own performance skills. In
addition to memorizing, analyzing, and performing your own
scene from an opera, operetta, or a musical, you will also be
introduced to music-theater from China, Japan, India, and
other cultures. The course includes writing and research, class
discussion and exercises, improvisation, and small and large
group instruction. Performers of all levels are welcome,
though some singing and acting ability is required. Interested
students will be auditioned in December and appropriate
material will be assigned. Course may be repeated with
permission from the instructors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I
Room: Sateren Auditorium
Beginning Norwegian I
NOR I l l - J
Instructor: Becky Hegstad
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication
and for understanding Norwegian culture. Classroom practice
focuses on both presentation of vocabulary and structures
and the use of the language in everyday contexts. Evaluation
will be based on participation, daily assignments, quizzes, and
a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 26
The Philosophy of Socrates
PHI 231-J
Instructor: David Apolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clarify and critically examine
Socrates' key teachings: that virtue is a form of knowledge
and that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if that means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Prerequisite: None
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Existentialism
PHI 370-J
Instructor: Bruce Reichenbach
We begin with the philosophical background of
Existentialism in Kierkegaard, Nietzsche, Husserl, and
Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom,
absurdity, guilt, despair, paradox, risk, and the presence and
absence of God in the philosophical and literary works of
individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir.
Prerequisite: One prior course in Philosophy
Maximum Enrollment: 25
Time: I
Room: Music 22
Introduction to Space Science
PHY 320-J
Instructor: Ken Erickson
This course provides a survey of Earth's space environment
including solar, planetary, magnetospheric, ionospheric, and
upper atmospheric physics (solar dynamics, magnetic storms,
particle precipitation, aurora, and related topics). Evaluation
will be based on two exams, class assignments, one research
paper, and at least one class presentation.
Prerequisite: Phy 245 or permission of instructor
Maximum Enrollment: 15
Time: I
Room: Sverdrup 206
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human
settlement here in turn has profoundly shaped the river
ecosystem. Of late in cities across America there has been "a
return to the river," and in this class we will be doing the
same. The river stands as a remarkable symbol for the
community, of continuity and change, of cycles and
transformation, of the power and beauty of the natural
world, and there is much to be learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f
those whv have wr-rkerl ancl lived their lives along il, anrl
through sitc visits to Incatio~lsalong thc river, speakers in
class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity
to explow thcir own inttresrs in tl~criver through i n d i v i d u a l
projects, ranging rrom boat building, lo Inhlying at the Stutc
Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand
"green consumerism." There will bc o p p o r t u n i l i e s to work
will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont
thc coursc s ~ t ~ d e nwill
t s he encousngctl to drcnm, and to worlc
o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y,
in building
wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in
fclllnw ing rhrouph, in working hartl, R I I ~ at
! tlir enrl, 11;lving
sornr~l~i~ig
concrete to show for thtir effilrrs. T11esc pmjcc~s
can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~
r s r ~nf
i l a vnratiori lo
cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1
SO.
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 25
Understanding Asian America: The
Politics of Identity
POL 282-J
Instructor: Andrew Aoki
This course focuses on Asian Pacific Americans (APAs) and
thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t
history ns ~ c l as
l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s
Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian
An~cricar~s
itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial"
pailern Isii~~ibr
to Al'laicnnAmcricarts), or will they follow nn
"eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what
cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII
the mainstream rather than the margins? These questions are
relevant not just for APA affairs, but also for the larger social
changes that are sweeping America at the beginning of the
Science and Religion
J .9.
-- 7
-
REL 374-J
Instructors: Larry Crockett & Mark Engebretson
For somc in our sncicty, scie~lccir t l ~ driving
c
enainc ofa
l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life.
I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11
its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc
tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by
science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways.
Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s
bstwecn scicncc and tllc Chrisiinn f6~itll,
empl~wsizills~lircc
periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof
"morlern" sciencc ant! ~~~cclianistic
~diilrrsal~liy,
and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci,
it will stlldy systematically the wnrlctvictm of scicncc and
religion to see how they compare.
Class tilnc will hc tlivirlud ,lmnng a variety of artivitics
including lectures, wliolc class tlisctrssicms, snlall Rruilp
IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a
space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse.
(hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams,
participation in small group tutorials based on assigned
readings, a group project presentation, and a major synthesis
paper based on the group project and course materials.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 30
Time: II
Room: Science 205
Topics: Heaven, Hell and the End of
the World: Interpreting Biblical
Apoca!yptic Liferature
REL 490-J
Instructor: Philip Quanbeck I 1
This course is a study of the apocalyptic literature of the Bible
with emphasis on the book of Daniel in the Old Testament
and the book of Revelation in the New Testament, as well as
apocalyptic themes elsewhere in the New Testament, such as
the letters of the Apostle Paul. The apocalyptic literature of
the intertestamental period will also be examined. This course
will also address the legacy of apocalyptic literature in the
history of Christian thought and experience including an
examination of contemporary apocalypticism. This will
include the role of biblical apocalyptic imagery in art,
literature, film, and popular culture. Coursework will include
group presentations, two exegetical papers on biblical texts,
and a final project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time II
Room: Old Main 25
Cultures of Violence
SOC 290-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics
underlying these and other forms of violence? What do they
have in common? How do they differ? This course takes
violence in its many forms as a topic for sociological analysis
and concludes with an examination of non-violent
alternatives. With this in mind, we will compare different
theoretical perspectives on violence, such as psychological,
social psychological, and socio-cultural perspectives. The
course will involve a combination of lecture and discussion
based on readings and videos, debate of current issues in the
field, and guest speakers from and field trips to local
organizations dealing with problems of violence. Students
will be expected to research, write about, and present on the
sociological dimensions of a particular form of violence. In
addition, there will be short reaction papers based on the
readings, and classroom participation will be an important
part of grading. This course has a lab fee of $25 payable the
first day of class to the instructor.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Old Main 13
Topics: The Sociology of Social
Movements
SOC 295-J
Instructor: Lars Christiansen
Scores of social movements have shaped and challenged the
social, political, and economic institutions of the United
States. Many of these protest movements seek to change the
established social order; some seek its defense and
preservation. This course offers the sociological study of
social movements in the United States within the last two
centuries. We will explore important question such as: Why
do people engage in protests at certain times, while at other
times reamin silent? Why are people willing to risk their lives
to create social change? How do social movements form, and
what causes their decline? Is the use of violence an effective
means of establishing social change? We will address these
and other crucial questions through a systematic study of
several social movements including labor, civil rights,
feminist, environmentalist, and anti-global capital
movements.
Prerequisite: Soc 121 or permission of professor.
Maximum Enrollment: 25
Time: II
Room: Old Main 29
Documentary Video
SPC 347-J
Instructor: Deb Redmond
Documentary video is a video production course that
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work in
production teams, gaining experience in field production and
editing. The production teams will produce a 30-minute
documentary piece. Evaluation will be based upon student
journals, critiques, and a paper. This course requires
additional lab time for editing.
Prerequisite: None
Maximum Enrollment: 16
Time: I
Room: Science 123
Exploring Human Services
SWK 257-A
SWK 257-B
Instructors: Glenda Rooney & Francine Chakolis
Experiential learning occurs as students volunteer 60 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to introduce the fields of practice
in social work and to help students explore a possible major
in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as a
profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
SWK 307-A
SWK 307-B
Instructor: Curt Paulsen & Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate
learning from their practicum and academic coursework
focusing on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Introduction to Dance
(0.0 credit)
THR 002-T
HPE 002-T
Instructor: Sandra Agustin
With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance,
including modern, ballet, Asian, and Latin forms. Each class
includes a rigorous physical warm-up, mixing yoga, pilates,
and modern dance.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: None
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Sateren Auditorium
Modern Dance/lmprovisation
THR 004-J
HPE 004-J
Instructor: Sandra Agustin
Students will learn various phases of movement incorporating
floor exercise and will learn to travel through space using
level, volume, and floor pattern, culminating in the creation
of short, improvisational pieces.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: THRIHPE 002 or instructor's permission.
Maximum Enrollment: 15
Time: 1:OO-2:00 M, T, W, Th, F
Room: Sateren Auditorium
Skills of Music Theatre
THR 235-JIMUS 235-J
Instructors: Sonja Thompson & Darcey Engen
See course information listed under MUS 235-J.
Resources for Youth and Family
Ministry
Y FM 201-J
Instructor: Nancy Going
The Twin Cities are home to many youth and family
organizations and parachurch ministries. This course in an
unbelievable opportunity to visit many of them, and to get to
know many of the creative people who have conceived and
given shape to significant resources for the church. In
addition, students will have hands-on opportunities to review
and use the printed, music, media, and Web resources that are
shaping ministry in the church today. Finally, students will
learn a process for planning, and develop their presentation
skills by providing leadership for a two-day retreat. Retreat
costs: $30. We will pool transportation for site visits and the
retreat.
Prerequisite: REL 111, 221, or 331
Maximum Enrollment: 25
Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24
from 9:00 a.m. on January 23 to 8:00 p.m. on January 24.
Room: Sverdrup 1
Peer Ministry: Principles and
Leadership
YFM 232-J
Instructor: Lyle Griner
Students will be instructed to train college, high school, and
junior high youth to serve as peer ministers in their
congregations and communities. They will learn and practice
communication skills, facilitate small groups, and learn the
role of a listenerlhelper. Peer ministry integrates the act of
caring and serving others within a Christian belief system.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 15
Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on
January 14, 15, 16 & 17
Room: Sivertsen
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course
credit but do meet the lifetime sports requirement for
graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Melby Gym-northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Paul Grauer
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:00-2:00 M, T, W, Th, F
Room: Air Structure
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Modern Dance/lmprovisation
HPE 004-JTTHR 004-J
Instructor: Sandra Agustin
See course information listed under THR 004-J.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 1:00-2:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following
- courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454,612-330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
Africa e5 the Middle East
African Stories: Philosophical Ideas in Literature
Crossroads Africa: Arts and Culture in Morocco
The Natural History of Tanzania
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Australia: The Economy and its Social Context
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
The Czech Republic: Social and Cultural Impact of the Emerging
Free Market Economy
Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy
in Nirt', Id~*tlr),
and Paris
Frct~rhI,nri,vra,qc rrrtd Culrr~n~
?t~~errnl?rli~rrr
.'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain
Live Theatre In and Around London
The Lost Generation: Americans in Paris
Spain: The Influence of a National Culture on Organizational
Practices
Theatre in England
Watercolor Painting: Art of the French Table
The European Union in the 21st Century
Latin America and the Caribbean
School and Society .
Other Interim Abroad Courses
HECUA
Development and Community in Bangladesh
ACTC
Peace and Conflict Resolution in Northern Ireland
ACTC Creative Writing Workshop at
Hamline: Transforming Genres
Course will carry upper division English credit
Instructor: David Mura
David Mura will teach the ACTC 2002 advanced creative
writing course at Hamline University. His topic will be
"transforming genres." Mura, a poet, creative nonfiction
writer, critic, playwright, and performance artist, will
encourage students to write in one genre to explore shifting
their work to another genre. The total class size will be
limited to 2-3 recommended students from each college.
Prerequisites: Eng 226, or other introductory creative writing course, and
recommendation of the creative writing faculty. To apply for this course,
contact Professors Cass Dalglish and Doug Green.
Maximum Enrollment: Three student writers from each of the ACTC colleges.
Other Courses
These courses are offered by institutions or groups not
connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
Inside Washington 2002:
Academic seminars
Politics and the Media
Politics, Power, and the Presidency
January 6-1 8, 2001
Pol 398-A(l.O Credit)
January 2002 marks the end of President Bush's first year in office
and the beginning of the race for the congressional midterm
elections that may mean a party switch in the House or Senate.
Much is also at stake at the state level as numerous gubernatorial
races may determine who will run for president in 2004. Many
retirements and new seats as a result of reapportionment and
redistricting means that the political deck is being reshuffled.
Who will be advantaged? What are the likely outcomes? What
main forces will be at play? How will President Bush's policy
agenda affect the political landscape and what role does the
media play in the political and policy games of Washington, D.C.?
Inside Washington 2002 is an exceptional opportunity for
students to step into the fire of politics and gain a unique insight
into these and many other issues. Through site visits, tours,
briefings, and lectures, politicians, media personalities, policy
makers, and scholars will take students on a behind-the-scenes
journey through the halls of power. Don't miss this special
opportunity to go inside Washington!
The first week, "Politics and the Media:' will examine how the
relationship between politicians and the media shapes political
news.
The second week, "Politics, Power, and the Presidency:' will
explore the first year of the Bush Administration, and the
influences that affect the public policy agenda of any new
presidential administration.
For further information about the program see Professor
Hedblom in Memorial Hall 117A, call her at 330-1197, or email:
hedblom@augsburg.edu.There are four scholarships available to
cover registration and tuition costs based on priority in
registration through the political science department.
Show less
L
.
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-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of... Show more
L
.
- -
-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of courses begins
on page 8.
term one
summer session info
I1
w
I
May 30 to June 23
term two
%
June 26 to August 3
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
II
I
(312)263-0456.Web site <wwtu.ncacihe.org>
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
about
augsbu
* North Central Association of Colleges and Schools, Commission on Jnstitutionr of Higher Education,
Course loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise indicated, all courses carry a value
of one course credit. O n e Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
'
Independent study: Independent studies inay be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the summer. Academic internships are carefully
planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning at (612)
330-1 148 for more information.
Employer reimbursement:: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
information
Additional information may be
obtained from:
Summer Coordinator
Augsburg College
Campus Box $144
22 11 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1787
www.augsburg.edu/summer
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of s ~ ~ institutions,
ch
and students admitted for the next fall term are
eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not subsequently dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility
under special circumstances.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree program at Augsburg should apply to the
Office of Undergraduate Admissions,
(612) 330-1001, or the Weekend College
Admissions Office, (612) 330-1743.
calendar
~yschedule
ning April 10, yo1
-.~mmer Session courses at the
Enrollment and Financial Services
Center between 9:00 a.m. and 5:00
p.m. A $100 tuition deposit must be
paid at that time for each course scheduled. This deposit will be applied to
your summer school tuition and is not
refundable unless the course is canceled. If a course that you have scheduled is canceled, you may elect to
receive a refund or apply the deposit to
the tuition for another course. We recornmend that you schedule your courses as early as possible. Many courses fill
early, and courses with low enrollments
will he canceled one week before the
first day of the term. Tuition must be
paid in full at the Enrollment and
Financial Services Center (see deadlines below), or you will be dropped
from your course(s).
Summer registration may be confirmeci
beginning May 10. Students taking
courses during Term I must complete
their registration by May 31. Term I1
registration must be completed by
June 27. This procedure applies to all
summer classes, including internships
and independent studies. T h e
Enrollment and Financial Services
Center is located in the Science Hall,
Room 152 and is open from 9:00 a.m.
lay. It
to 5:00 p.m. Monday thi(
w ~ l he
l open un ' ' 1.m. on lvlay 10
and May 31 anc
une 26 and 27.
en on Saturdays
T h e center i
between 10:OO a.m. and 1:30 p.m.
when W e ~ t - n JCollege is in session.
paid in full in order for
Tuition ~n
I to be complete.
r reg
.-1.
Irg s~uuentswho have unpaid
; from previous terms must pay
. .
these balances before they may confirm
their sumn
'loo1 registrations.)
A late fee oi
5 will be assessed for
students who register after the second
day of the term. N o Term I registrations will he accepted after June 2nd,
and Term I1 registrations will not be
accepted after June 30th.
To change your registration you will
need to fill out an add/ilrop form at the
Enrollment and Financial Services
Center. There is a charge of $75 for
changing a course after 3:30 p.m. on
the second scheduled day of each term.
This procedure applies to internships
and independent studies as well as
scheduled courses. Refunds and adjustments to fees are outlined in the
"Tuition Refund Policyn section of this
brochure.
Scheduling begins
Balance of tuition due
Classes begin
Balance of tuition due
April 10
May 19
May 30
May 31
Last day to:
*Change grading option
June 9
*Drop class without notation
June 2
*Register with late fee of $75
June 2
(no registrations will be accepted after this date)
-1oliday
.ast day to withdraw from class
lasses end
3rades due in registrar's office
June 16
June 23
July 5
April 10
June 26
June 26
June 27
July 14
June 30
June 30
July 3 & 4
July 31
August 3
August 11
Atrfishnrg(:ollege, os affthl~cdi n i l s mission, does not discrilninare on the hnsis of race, color, crecd, pligion,
nutior~alor ethl~icorixin, oge, gerldir, ~ e x l r aoil'rntatii~n,
l
lllotirnl stattts, srrrtirs with iewinl [ i t [~~cblic
nssistonce, or
dls<~hilityin its edircntiun policies, rvbnissionr j~olicies,zcholnrship and loan [mlpolns, athletic at~d/o~.sihoolodlninistered I ~ r ~ ~ g r o rercel~t
n s , i n those illhta~lcerqoherc religion is n hona fidr ~ ~ c c ~ ~ p n t y~mlificc~tion.
ionnl
Arrgsh~tr~
r d ~ ~ r o v i d imosonnhle
l~ji
ncc~~~nmodntiol~z
to its elnl~loyeesorld its stlrclentr.
Cullege iis o ~ l n ~ n i l t to
A n y ~11~estiollr
concerning Alrgsbl~rg'scolnl~liancewith federal or state regularions ilnj~lelnentil~g
eqlcol access o r ~ d
bl~portr~nity
can be directed to Lorn Sterl, nfi?natiz,e n c ~ i o ncoordilla~or,(3ffce of H l r l n n l ~Resi>urces,CB 79,
Augshlcrg Collefir, 22 i I Ritcrzide Avr!, Mimleal~olis,MN 55454. She can be reached by telel~hone,
( 6 1 2 ) 330-1023; n i by e-lnail, <.steilQo~rgshrrg.e~l~r>.
map of augsburg
uition charge for 2000 Summer
3ess10n courses:
$950 for full-crecrlL ~ourses
$475 for half-credit courses
$240 for quarter-credit courses.
Audits are charged at the tuition
tuit
refu
I policy
T h e $100.00 per course deposit is no
refundable. A refund of all or part of
the remaining fee is calculated from the
date of the student's official course cancellation at the Enrollment and
Financial Services Center.
'
Schedule of refunds:
Prior to the first scheduled class
meeting-100% of the refundable
portion of the fee.
Prior to the second scheduled class
meeting-75% of the refundable
portion of the fee.
financial aid
Eligibility for Summer
Session attendees
Financial ai
~ilableto students
:pted for enrollment in
enrolled or
Augsburg d
r weekend programs.
Students who maintain half-time
status (as defined by the program in
which they are enrolled) are eligible
to apply for financial aid.
pPO~rdnl
Students enrollea tn summer Terms I
and I1 combined or only Term I1 may be
eligible to apply for the Federal Stafford
Loan, Federal Pell Grant, or the
Minnesota State Grant.
WEC program
No aid is given for summer Term I as it
runs concurrently with the WEC spring
trimester.
Students enrolled in summer Term I1
may be eligible for the Federal Stafford
Prior to the third scheduled class
meeting-50% of the refundable
portion of the fee.
Courses with fewer than 12 scheduled
class sessions will use a prorated
version of the schedule of refunds.
College Map lniorrnallon
1. Admissions Weekdav. Prooram
2 A r S.r~clbreE l l rdnce (Novemoer Irbro.gn Marcn)
3. Anllerson-he son Aln e. r Fnelu ana SeasonalA r
Slruclure
4. Chrislensen Cenler (Inlarmal~anDesk)
5 East Hall
6. Facully Guest House
7. FOES,Lobeck. Mlles Center lor Worship, Drama
and Comunicalian (Tjornhom-NelsonThealre.
Hoverslen Chapel)
& Georoe Sverdruo Hall
9. Husby-StrammenTennls Courls
10. Ice Arena
11. Jeroy C. Carlson Alumni Cenler
1 2 Lindell Library
13. Mainlenance and Grounds Shop
14 MortensenTower
15. Murphy Place
16. Murphy Square
17, Music Hall
10.New Residence Hall
-
B~~.b~lv=-~~
old
20 Oscar Anderson Hall
21. P.0 c Rca. ons & Carnrn .n ~.xlans
22.0.ad
23,Sclenee Hall
~
24. Security Dispalch Center
25,Shipping and Recslvlng
26.Si Mslby Hall
27, Sverdrup-onedal Memorial Hall
26.Umess Hall
Parklng Lots
A. AdmissiansiFacultylStaHParking
8. FacullylSlaHiC~mmulerlResidenl Parking
C. FacullyiStaHParking
D. FacullyiSlaHiCommutsrParking
E. Commuler Parking
F. Residsnl Parking
G. Visllor Parking
H. Faiwiew-University Parking Ramp(pay parklng available)
campus location
35W from the North-
Loan, Federal Pell Grant, or the
Minnesota State Grant.
Take Washington Avenue exit and turn left on
To apply
Avenue South.
Washington (turns right onto Cedar Avenue),
turn left at Riverside Avenue, right at Zlst
The financial aid deadline for the
Summer Session is April 15, 2000.
Contact the Enrollment and Financial
Services Center at (612) 330-1046 for
application materials and additional
assistance. Early application is advised.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue,
turn left at Riverside Avenue, turn left at 21st
Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
35W from the SouthFollow the 1-94 St. P a u l signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside Avenue,
turn left at 2lst Avenue South.
I Ione
-
30t0,
applicatiol
rinnal crrr
ART 100/300 (with HIS 1951331)
Topics: Designed Environment
~ndllis course addresses the designed environment,
e intentionally designed places in which we
,e. We will investigate architecture, landscape
~hitecture,and urban design, both in class and
site visits to prominent local examples of
design excellence.
City or Aesthetics
9 -1 1:20 am
M, T; W, R, F
Science 123
ACC 221-S
Stoller
Principles of Accounr~~
basic concepts
Introduction to business
and fundamentals of accounting, the accounting
cycle, and preparation of financial statements.
9-1 1 2 0 an
C1assroon
Ve23
'tneories and techniques for educa
-!
T; W,R, F
Foss Mac
ENG 245
Introduction tc
rature
Swanson
A n initiation inro rne formal study of fiction,
poetry, and drama, drawing on works from several
periods, different cultures and races, and male and
female writers. This course aims in particular to
develop students' critical and analytical skills as
the prerequisite for all upper level courses in literature. Persp.: Aesthetics
3-6 pm
M, T; W, R
Old Main 10
.LL,
9-11:20 am
M, T; W, R, F
Old Main 18
ACC 3 2 2 3
Accounting Theory & Practice I
A n analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts,
FASB statements, and other relevant issues as
applied to assets. (Prereq.: A C C 222)
6-9 pm
M, T; W, R
M, T; W, R
Sverdrup 202
BUS 3 3 1
Kapoor
Financial Manaeement
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costs/budgeting,
leverage, and dividend policy. (Prereq.: ECO 113,
ACC 222, MIS 379, and MPG 3).
6-9 pm
M, T. W, R
Foss 43
p
.-
i:'~
HIS 1951331
ART 1001300)
To~ics:Design
lvironment
Kimball
r the designed environment,
This course adc
the intentionally uesigned places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent local examples of
design excellence. City or Aesthetics
Science 123
9- 11:20 am
M, T W, R, F
Old Main 29
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of management,
organization, staffing, planning, and control. The
nature of authority, accountability, and responsibility; analysis of the role of the professional
manager.
6-9 pm
r
F
7n.s
Erickson
Educational Technolow
-,
You will be exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American lndian studies curriculum-history and>literature, federal Indian policy, land issues, reservation and urban issues,
cross-cultural influences, art, music, and language.
(Reauired
for American Indian Studies minor)
.
Persp.: lntercultural Awareness 1
.
6- 9 pm
M,T;W, R, F
F
I N S 199-Sl399-S
Internship
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
nlacement must be aooroved bv the facultv suner-
.
Arranged.
1-
6-8:20 pm
Limit 8 students
M, T; W, R. F
Music 20
- .-- ..-..
SPA I l l - S
Beginning Spanish I
1:arrcll
A.tn3 r~~ . I C \ L . ~ I I ~ f0..1 I><I>IC $k~ll>.
ttti.Icr~t,il~.l~ng,
<pc'~kt~ie,
.
- ~e:~.I.nc,1n.I nrtring of e l ~ , ~ ~ ~ i , n t : ~ r y
Spanish. lntroduction to the culture of the
Spanish-speaking world. Laboratory work is an
integral part of this course. Persp.: lntercultural
Awareness 2
M , T; W, R, F
Old Main 29
Old Main 18
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Graduation Skill: Critical Thinking.
This Institute is also open to current teachers.
19-23 seminars
8:30 am - 4:30 p.m.
Foss 21
POL 241
Environmental and
River Politics
Underhill-Cady
The course explores the relationship between
urban development, government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to the Mississippi River and explore the
river by boat. Grad Skill: Critical Thinking,
Persp.: Social World (pending). Lab fee: $50
1-320 pm
Old Main 25
REL 357-S
Giants of the Faith
Tranvik
A study of the lives and theology of well-known
Christian thinkers. lncluded are heures like
. \ ~ O ~ . . > ~Ei>n~i~~cfier,
IIIC,
:III.I D.trcxlly Ihy
I'erq)..
911:20Cam
h r ~ v . . ~F.11th
n
I or 1
M, T; W, R, F
Old Main 18
T W, R, F
Old Marn 10
SWK 260
Humans Developing
Link
This course provides an understanding of human
growth through life and of the sociocultural, biological, and psychological factors that influence
the growth of individuals and families. Growth
related to diverse populations and groups or special stresses is also a focus.
Persp.: Human ldentity
6-9 prn
M, T; W, R, F
Science 205
_3C 1213
Introduction to Human Society
Pippert
What is society and how does it make us who we
are? Course study focuses on an understanding of
culture, social structure, institutions, and our
interactions with each other.
Persp.: Social World
9-1 1:20 am
INS 120:
June 19-30, 2000
Paideia Seminars
Students will participate in a series of seminar discussions following the Paideia seminar format as
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
M , T; W, R
M,
MUS 155
Class Piano (.25 cr)
Dawe
This course is designed for music majors/minors
whose primary applied area is an instrument other
than piano, and who have had little or no piano
training prior to college. The course will teach
the skills needed to meet the Augsburg Music
Department piano proficiency requirement.
(Prereq.: MUS 101 or permission of instructor)
1-3:20 pm
6-9 pm
.
individual faculty in the specific majors.
Contact the academic department directly to
make arrangements.)
--
I
PSY 3 6 2 3
Hanson
Abnormal Psychology
A n introduction to psychological disorders.
(Prereq.: PSY 102 or 105)
M, T; W, R, F
Sverdrup 206
SPA I l l - S
Public Speaking
Groven
The course focuses on speech preparation,
organization, audience analysis, style, listening,
and overcoming speech fright. Graduation Skill:
Speaking. (Note: Students may take either SPC
111 or SPC 112 for credit, but not both).
9-1 1:20 am
M, T; W, R, F
Old Main 29
-
BUS 340-S
Human Resourc- .
Personnel function
B
Cemer..
iiness, acquisition, and
and society. (Prereq.:
A
@
EED 3 5 0 3
K-6 Mathematics Methods
Stevens
Examination and preparation of materials and
resources for mathematics at the kindergarten and
elementary levels. (Prereq.: PPST and admission
to teacher education program)
3-5 p.m.
Bollmar
course, studentselthis first level
important concepts of painting. Most class time is
spent painting. Slide lectures, demoktrations, and
critiques complete the learning ex -ce
Persp.: Aesthetics
6-9 pm
T; R
-in
M. W
6-9 pm
..I,
W
Music 24
17
c l d
ART 1 3 2 3
Photography
Raschke
The camera will be used as a tool for visual creativity and expression using black and ,,,hire photographic processes. Students need access to a
35mm, single-[ens reflex camera. Estimated cost of
film, etc.: $200-225. Persp.: Aesthetics
6-9 pm
Limit: 14 students
anagement
Cerrito
and principles related to the manage- - ~of
t operating functions taught from a managerial viewPo!
examples from various
- (Prereq': BUS 242 Or 'Onindustries and
sent of instruct
old ~~i~
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of ACC 221. lntroduction to
business activities, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
9-10:45 am
Music 24
M . T W, R
Principles of Computing for Business
Braun
Course teaches PC skills using Windows 98 and
business related problem solving using the
Microsoft Office Suite(Word, Excel, Access,
PowerPoint). Computing concepts and lnternet
are also
The hands-0n
approach is supplemented with computer-based
training and software for use in and out of class.
(Prereq.: MPG 3 or a "Pass" in MAT 103)
6-9:00 pm
TR
Foss 42
MIS 3 7 9 4
Quantitative Methods for
Business and Economics
Kaminsky
The course is an introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures,
probability, sampling distributions, estimation,
and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.:
MIS 175 or 370 and MPG 3 or a grade of 2.0 in
MAT 105)
6-9 pm
M, W
Foss 43
T; R
Sverdrup 17
EED 360-S
Kindergarten-Elementary Curriculum:
Science (0.5 credit)
Stangl
Examination and preparation of materials and
resources for science at the kindergarten and elementaty level. (Prereq.: PPST and admission to
teacher education program)
6:30-8:30 pm
T; R
Old Main 4
EDS 3 9 0 3
Communication Skills in the
English Classroom
LaDuca
This course is for English-education majors who
plan to teach high school English. It is designed
to improve students' skills in public speaking, oral
interpretation, listening, and small group discussions, as well as to explore methodologies for
teaching and incorporating these skills in the high
school English curriculum. (Prereq: PPST and
admission to teacher education program)
6-9:30 pm
T; R
Sverdrup 20
ENG 3 6 1 3
Studies in Modern Fiction
Clayton
The course focuses on contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (Prereq.:
ENG 245 or consent of instructor) Persp.:
Intercultural Awareness 1. Graduation Skill:
Writing
6-9 pm
TR
Old Main 10
H P E 115
Health and Chemical Dependency Education
( S O cr)
Klauber
An analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6-9:40 pm
M
Murphy 111
HIS 103
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.:Western Heritage
6-9 pm
T; 8
Old Main 13
EDS 391-8
Teaching Mass Media ( 5 0 credit)
LaDuca
This course is for English-education majors who
plan to teach high school English. Explore the
nature of media as "consciousness industries,"
examine the whys of teaching media, how to go
about it effectively,\,,hat assumptions lnedia ed"cation was based on in the past, and how to incorporate media education into the curriculum.
(Prereq.: PPST and admission to teacher education program)
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American Indian studies curriculum-history and literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music, and language.
(Required for American lndian Studies minor)
Persp.: Intercultural Awareness 1
6-9:30 pm
3-6 pm
M
Sverdrup 20 1
T, R
Sverdrup 202
- -
l w 199-fy399-5
lternship
.w:rk-based l e a z n z p e r i e n c e in which stu, x t s design a le'amiA2agreement plan that links
the opportuniti:s Gd%sponsibilities found in the
placement withbbiific learning objectives that
are evaluated f$,academic credit. The internship placement kist'be approved by the faculty
supervisor prior tFeiistration. (Note: Internships
may also be arranged,$ch individual faculty in
the specific maiors. ~onta'c;the acad~micdepartment d
Arrang
O D
1
Farrell
Beginning Spanish 11;
Aims to develop thcfohr basic skills: understanding, speaking, readi$ynd writing of elementary
Spanish. 1ntroducyi~:o the culture of the
Spanish-speaki
jrld. Labir'atory work is an
integral part of
:ourse. PersdIri
ltural
Awarener
1-24.5 pri
M,TW,R
d Main 29
-
INS 225-S
Introduction to Islam
Kader
This course is designed by a practicing Muslim to
present his perception of Islam to no$~uslims.
The course will cover the ideologi&if:undations
of Islam, its basic concepts and teiiet:, Islamic law
(Sharilah), Islamic economic andyolitical systems, and Islamic patterns of life.
Persp.: Intercultural Awareness 1
7; R
1-245pm
Music 23
MAT 173-S
Math of Interest
Kaminsk~
Learn how to determine the monthly payments
on a house or car. Find out how much you need to
be
away
have a million when you
retire. Learn how annuities, perpetuities, and life
insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a
final examination. (Prereq.: MPG 3 ) Graduation
Skill: Quantitative Reasoning
6-9 pm
TR
Science 108
MUS 2 9 5 4
Topics: Introduction to Recording Studio
Theory
Tech;liq~es (0.50 credit)
Mudge
Course includes
to basic audio theery, microphones, understanding musical instruments, signal flow, studio operating procedures,
recording console parts and functions, tape
machines, and recording techniques. Contact the
music department at (612) 330-1265 for further
details.
6-9 pm
W
Music 27
NUR 505
Theoretical Foundations for Advanced Practice
in Diverse Communities
Leuning
This course focuses on nursing science and
ing theory as foundational to advanced transcultural nursing practice (Prereq.: undergraduate
bioethics or one graduate level course)
Immersion Model begins May 24th,
Christensen Center, Marshall Room
POL 421-S
The New American Politics: Race, Ethnicity,
and Politics in a
New Century
Aoki
This course examines the consequences of the
waves of immigration of the past three decades.
We look at the ways in which immigrants are
influencing American politics and society, and the
ways in which immigrants are being transformed.
We examine both current issues and the history of
the ~oliticsof race and ethnicity. Prereq.: Jr or Sr
status or at least one course in political science.
Graduation Skill: Critical Thinking
Persp.: Social World 1 and 2
6-9 pm
M, W
Music 23
PSY 352
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during the adolescent and young
adult years. (Prereq.: PSY 102 or 105)
Old Main 25
6-9 pm
M. w
e
@
REL 472.S
Quanbeck 11
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Graduation
Skill: Critical Thinking.
6-7:45 p.m
M-R
Old Main 16
SWK 560
Mental Health Practice
Boisen
This course examines psychopathology, mental disorders and intervention methods. Emphasis is
laced on understanding mental health disorders
from a systems and ecological perspective as
well as understanding biopsychosocial influences
on incidence, course and treatment. Prereq.:
Advanced standind2nd yr. MSWI Post MSW
6-9 pm
M, W
Sverdrup 206
SOC 35623
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention to concepts of restorative justice.
(Prereq.: Soc 121)
KR
Old Main 18
1-4:30 pm
spc 329-s
Intercultural Communication
Lapakko
This course explores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems. Persp.: Intercultural Awareness 1
6-9 pm
M, W
Foss 21
-I
other summer srual summer term abroad
upcoming programs:
Cultural Conflict and Social Change in 1
May 15-26, 2000
Department of Religion and
L
Augsburg Youth and Family Institute
May 24-June 9,2000 in Bergen, Norway
REL 316 Church and Culture in Context
center for
global education
Anderson
This course provides a study of Norwegian culture, church life, and the contemporary religious situation in Norway. Participants will meet for a one-day
course orientation May 22 at Augsburg College. (Prereq.: REL 111, 221 or
33 1) Christian Faith 3.
For information contact David Anderson at (612) 330-1569.
Human Rights and Indigenous Issues in Guatemala
May 16-25, 2000
Haiti and Cuba: Dic+;n
May 28 - June 12, 200'
kr
Elections 2000: S aping Mexico's Future
June 26 to July 3, 200C
Guatemala Odvssev
Solidarity
July 9-17, 200-
hallenges and Opportunities
for Spiritua
--
Wellspring of Hope
July 17-25, 2000
The Maya of Guatemala: Spirituality, Culture and RL,.,
Ovvression
August 1-9, 2000
..
Food & Justice: Examining Hunger and Debt in Nicaragua
September 2-9, 2000
For information and other possible educational opportunities, contact the Center for
Global Education at (612)330-1159 or e-mail, <globaled@augsburg.edu>.
Show less
URG
OLLEGE
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II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to Aug... Show more
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to August 9.
A detailed listing of courses begins
o n page 8.
Course loads in Summer Session:
Students may take up to two course
credits during Term I and during Term
11. Unless otherwise indicated, all
courses carry a value of one course
credit. O n e Augsburg course credit is
the equivalent of four semester credits
and six quarter credits.
II
I
'1
term one
I
May 29 to June 29
term two
July 9 to August 9
1
I
a :
I
I
I
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
I
I
I
1
I'
I
* North Central Associntion of Colleges and Schools, Commission on Institutions of Higher Education
(31 2) 263-0456. Web site <~utuw.ncacihe.mg>
2
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers heginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed, internship opportunities may be
arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center
for Service, Work, and Learning at
(612) 330-1 148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursernent to pay for Summer Session courses. However a nonrefundable deposit
of $100 is required to register for each
summer course.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
inf0rmafion
Additional information may be
obtained from:
Augsburg College
Campus Box #56
221 1 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1628
www.augsburg.edu/su~nmer
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and students admitted for the next fall term
are eligible to attend Augshurg
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility under special circumstances.
Students accepted for Summer Session
are not automatically granted admission as regular students of Augsburg
College. Those wishing to begin a
degree program at Augsburg should
apply to the Office of Undergraduate
Admissions, (612) 330-1001, or the
Weekend CollegeAdmissions Office,
(612) 330-1743.
3
re
-
calendar
7
.
lning AK
ner Seqi
Enrollment
4 p.m. A $101
paid at that t~
led. This dcl:
your summe
refundable unless
celed. If a c o ~ ~ r ts e ,
led I
eled, you may elect
rl
Je :I refund or apply the deposit to
the tuition for another c o ~ ~ r sWe
e . recom~nertdthat you schedule your courses as early as possible. Many C O L I ~ S fill
~S
early, and courses with 1 0 ~ 1 enrollments
will he canceled one week hefore the
first day of the term. Tuition must bc
paid in full at the Enrollment Center
(see deadlines below), or you will be
dropped from your course(s).
111 SaturL ayh
n . when Weekend
L ( t h r o ~ ~ July
gh 1).
d in fill1 in order for
he complete.
whc, !--.re unpaid
IrcvL,
lust pay
ces before they may comsummer school registra-
..
Summer registration may he completed
heginning May 9. Students taking
courses ~ L I I - i Term
u g I must complete
their registration by May 30. Tel-111I1
registration must be completed by July
10. This proceilurc applies to all sumlner registrations, including internships
and independent studies. T h e
Enrollment Center is locatect in thc
Svcrdrup HiiII and is open from 9 a.m.
to 4 p.m. Monday t h r o ~ ~ gFriday.
h
It
will he open ~ ~ n t6i p.m.
l
o n May 29
and May 30 and on July 9 ancl 10. T h e
summer 2001
term I
term I1
Scheduling begins
Balance of tuition due
Classes begin
April 9
May 17
May 29
April 9
June 28
July 9
I
I
..late fee
a
5 will be assessed for
students w
egister after the second
day of the term. No Tcrrn 1 rcgistratious will lie accepted after J ~ l n clst,
and Term 11 registrations will not be
accepted after July 13th.
To change ytlur registration you will
need to fill out a n add/Llrop fo1.m at the
Enn~llmentCenter. There is a charge
of $75 for changing a course after 3:30
p.m. o n the second schedulc~lday of
each term. This procedure applies to
internsl~ipsand independent studies as
well as scheduled courses. Refilnds and
adjustments to fees are outlined in the
"Tuition R e f ~ ~ nPolicy1'
d
section of this
brochure.
Last day to:
Change grading option
June 8
*Drop class without notation
June 1
*Register with late fee of $75
June 1
(no registrations will be accepted after this date)
July 20
July 13
July 11
Last day to withdraw from class
Classes end
Grades due in registrar's office
July 27
August 9
August 17
June 15
June 29
July 9
I
1
'
lI
schedule of refunds
100°i6 of the refundable portion of the fee...
Cancellation at the Enrollment Center prior to May 29 (Term I) &
July 9 (Term 11)
75% of the refundable portion of the fee ...
Prior to May 3 1 Term I) & July 11 (Tenn 11)
50% of the refundable portion of the fee...
Prior to June 4 (Term I) &July 16 (Term 11)
Ill
:-fll
1
rn
_I
-
-
-
-
map of augsburg
A
7
4
1
!!ITrns I,
C
fees
The tuition ch
In cours
100 for
$650 for h
Audits arl
listed abo
I
1
lmmer
it courses
dit courses
at the tuition rates
Day program
Students enrolled in su
I
and I1 combined or in either Term I or
Term I1 may be eligible to apply for the
Federal Stafford Loan, Federal Pell
Grant, or the Minnesota State Grant.
I:,
g
P
policy
I"
mb%
e s ~ is
t not
refmu of all or part
fee is calculated fro!
date of the student's official rn..--cancellation at the Enrollr
See page 5.
Nc
liven for summer Term I as it
ru
..~rrentlywith the WEC spring
mmester.
0;.
,..
R
WEC stude t enrolled in summer
Term I1 may be eligible for the Federal
Stafford Loan, Federal Pel1 Grant, or
the Minnesota State Grant.
financial aid
To apply
Eligibility for Summer
Session attendees
The financial aid deadline for the
Summer Session is April 15, 2001.
Contact the Enrollment Center at
(612) 330-1046 for application materials and additional assistance.
Financial aid is available to students
enrolled in day or weekend programs.
Students who maintain half-time status
(as defined by the program in which
they are enrolled) are eligible to apply
for financial aid.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2, Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
12. Development,
PR/Communications, and
Alumni/Parenl Relations
13. Lindell Library
(November through March)
4. Andenon-Nelson Athlelic
Field and Seasonal Air Slructure
5. Christensen Center
6 East Hall
7. Faculty Guest House
8. Foss, Lobeck. Miles. Cenler for
Wonhip. Drama & Communication
9 Sverdrup Hall
10. Husby-Stmmmen Tennis Courts
11. Ice Arena
14. Maintenance and Grounds Shop
15. Mortensen Hall
16.Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20. Old Main
ZI.,Andenon Hall
22. Quad
2 2 Science Hall
24. Security Dispatch Center
campus location
I
w&d**+,
h h b k l~
&
1
A.Admissions/Faculty/Staff Parking
B+CommuterResident Parking
C. FacultyIStaRParking
D. FacultylSlaff/Commuter Parking
E.Commuter Parking
F, Resident Parking
G. Visitor Parking
H. airv view-university Parking Ramp
stww ~
~m,
1
3 5 from
~ the ~ ~ ~ t h T a k e W a s h i n g t o n A v e n u e e x i t a n d t u r n left o n
W a s h i n g t o n ( t u r n s right o n t o C e d a r A v e n u e ) ,
t u r n left a t Riverside A v e n u e , right a t 21st
Avenue South.
1-94 East f r o m MinneapolisT a k e 2 5 t h A v e n u e e x i t , t u r n left a t 2 5 t h A v e n u e ,
t u r n left a t Riverside A v e n u e , t u r n left a t 21st
Avenue South.
m # k d S r r U r b h b h W ~ ~ W MpWI &&
M
@w,&, creed, relrpon,
&,d
PARKING INFORMATION
Early application is advised.
J'
&@&,
25. Shipping and Receiving
26.,Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. urness Hall
~
~RPU~IIC
h k h ~ . ~ & h @ ~ pa nt d ~l r~ n
1-94 W e s t f r o m St. PaulT a k e Riverside e x i t , t u r n right a t Riverside
A v e n u e , t u r n left a t 21st A v e n u e S o u t h .
~ ~ ? ; ~
occupatrod qunl~ficntron Augsburg
rstered programs, except m t?iose Instances where relrpon u a born
Colkge IS comm~ttedto prowdng reasonable accommodntrm to rts employees and ru s h u
fide
I
35W h o m t h e SouthFollow t h e 1-94 S t . P a u l signs ( m o v e t o r i g h t
.
-
l a n e after e a c h of t w o mergers). T a k e 2 5 t h
A v e n u e e x i t a n d t u r n left a t Riverside A v e n u e ,
t u r n left a t 21st A v e n u e S o u t h .
7
6
-
-.
-
ter6 one
-
The camera is us
EED 33.
Middle S
(0.5 crec
I Methods: Writing
Olson
I1 focus on writing strzb--:-s and
..,,-uuL., Yyp.~priateto middle leve
ents.
Emphasis will include the writing PI
, types of
writing and integra ed writing :---- culum. This course i required f o ~
"g
elementary licensure with a communication
artsjliterature specialty.
(Prereq.: Admissiop
Iuntion dept or permission of instructor)
6:00-9:30 p.m
/i
Sverdrup 17
ASL 2 1 1-S
Topics: Intermediate American
Sign Language
Mikkelson
This course continues to build the skills of signing
and the ability to listen, to use body language and
to use facial expressions. (Prereq.: ASL 102)
T El Th
Science 108
6:OO-9:30 p , m
i
OldMain
L
1
Accounting
ce I
Kader
An analysis or nnancla
punting with emphasis
on accounting theory pertaming to financial state~nents,income concepts, valuation concep~
FASB statements, and othcr relevant issue:
applied to assets.
(P~ereq.:A C C 222)
8:30 a.m.-I2:OO p.m. M B W
Science 108
'1
BUS 2 4 2 3
Principles of Management
cerrito
Development of the theory of management, organization, staffing, planning, and control The
nature of authority, accountability, and responsibility; analysis of the role of the professional
Science 108
6:OO-9:30 p m
M 8W
BUS 3 3 1-S
Financial Management
KapOor
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costsjbudgeting,
leve~age,and dividend policy.
(Prereq.: ECO 113, A C C 222, M1S 379, and
MPG 3).
Sverdrup 206
6:00-9:30 p.m
M,WB F
~
d
~~
~
~~(0.5~
~i
credit)
~~ h ~ ~
You will he exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
applications of theories and techniques for educa.
tional settings.
9:OO-11:30 a m.
M B W Suerdrup 204
C
liate Expository Writing
Swanson
s course builds on the practices and methods
(ENG 111). Its workshop
of Effective W
format stresses
d organization, the process
SPA I l l - T
Beginning Spanish I
6:00-8:30 p,m
M , T, W, Th
of revision, sell
~ = eevaluation,
r
and the relationship between reading and writing,
(Prereq.: ENG 11I)
6:OO-9:30 p.m
MBW
Kingsley
Main 25
Old Main 10
m-~-
-
'SY 3
Adolescent and Young Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years. (Prereq.: PSY 102 or 105)
6:OO-9:30 9.m M b W
Old Main 25
S r c 111-s
Introduction to Public Speaking
Groven
The course focuses on speech preparation, organization, audience analysis, style, listening, and
overcoming speech fright (Students may take
either SPC 111 or SPC 112 for credit hut not
both).
Grad Skill: Speaking
8:30-12:00 p m.
MBW
Suerdrup 202
-m '
I
REL 35723
Giants of the Faith
Tranvik
A study of Christian history through the lives and
theology of notable figures. Thinkers to be studied include Augustine, Luther, C . S. Lewis,
Martin Luther King,]r., and Dorothy Day.
(Prereq.: REL 111, 221, or 331)
Pcrspective: Christian Faith 2 or CF 3.
El
Old Main l8
6'00-9:30 ') m'
HIS 1 0 3 3
Modern World 1789-Present
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.: Western Heritage
6:00,9:30 m,
T B ~h
Old Main 13
-
EDC 220-S
SPA 111-5
Beginning Spanish I
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Persp : intercultural Awareness 2
8:30-11:00 a m. M, T, W, Th
Old Main 26
students able to spend 3-4 days on the river with a
group of canoeist coming down the river from
Lake ltasca to Minneapolis.
Grad. Skill: Critical Thinking, Persp.: Social
World.
Limit: 20 students
M €4 W
Old Main 16
6:OO-9:30 p.m.
,,
!-
i
I N S 199-S/399-S
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
~ are
~i evaluated
l
l ~credit. ~The
~ ~ for academic
k
~ internship
~~
placement must be approved by the faculty supervisor prior to registration. P/ii grading.
Arranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
a~angements.
~
,2 4 1 3
Environmental and River Politics
Underhill-Cady
The course explores the relationship between
urban develop~nent,government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to chc Mississippi River and explore the
river by boat. One longer river trip is planned for
SPC 351-S
Argumentation
Lapakko
Develops critical thinking skills by study of the
theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront sti~dentsin
[heir everyday lives.
(Prereq.: SPC 111 or consent of instructor)
Grad Skill: Critical Thinking
.%erd~up202
6:OO-9:30 p m
M BW
-
term two
july 9 to august
ART 1001300-S (with HIS 1951331)
Topics: Designed Environment
Anderson
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence. Persp.: City or Aesthetics
I:00-4:30 p.m.
MBW
Science 123
ART 107-S
Drawing
Bollman
This is a first level drawing course. Students work
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.:
Aesthetics
6:OO-9:30 p.m
T B Th
Old Main 17
ART 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
Persp.: Aesthetics.
6:OO-9:30 p,m.
T B Th
Old Main 17
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the management of operating functions taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242 or consent of instructor)
T B Th
Sverdrup 202
6:OO-9:30 p.m.
MKT 2 5 2 3
Principles of Marketing
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they
affect product, promotion, marketing channel,
and pricing decisions.
6:00-9:30 p , m
T B Th
Sverdrup 206
EED 4 9 5 3
Topics: Elementary Earth Science Subject
Matter Standards
Stangl
This workshop course for elementary education
majors includes earth science "hands-on" inquiry
based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensure.
5:OO-9:00 p.m.
ACC 2 2 2 3
Kader
Principles of Accounting I1
A continuation of A C C 221. lntroduction to
business activitics, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8:30 a,m.-12:OO p.m. M B W
Sverdrup 202
BUS 340-S
Human Resource Management
Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society.
(Prereq.: BUS 242)
6:OO-9:30 p.m.
MBW
Suerdrup 202
s
TBK
Science 19
ESE 351-S
5-12 Methods: Speaking and Listening
(0.5 credit)
Lapakko
The course covers teaching of public speaking,
interpersonal communication, small group communication and listening, as well as directing cocurricular speech and debate activities.
(Prereq.: PPST and admission to the education
department)
6:OO-9:30 p.m
T
Science 108
(0.5 credit)
The course presents
the critical analysis (
INS 1 0 5 3
contempora
Indians will
(Prereq.: PPST
tion p o g r a m r
6:OO-9:30 p.m-
M
The course focuses on contemporary 20th
~ry
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (hereq.:
ENG 245 or consent of instructor) Persp.:
l~ltcrculturalAwareness 1. Grad. Skill: Writing
T B Th
6:OO-9:30 p.m.
Old Main 10
(0.5 credit)
Minnesota
where appropriate.
pd~rness1
TBTh
OldMain16
NS 1 1-S
Paideia Seminars
16-20, 2001
Students will participate in a
ies of seminar discussions following the Paidera .~,oinarformat as
developed by Mortimer Adler. Seminar topics
emphasize selectio~isthat help students to think
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Grad Skill: Critical Thinking Limit: 20
Portfolio is due on July 27. Contact Anne Jensen
for registration (612) 330-1188.
8:00 a.m. - 4:00 p.m. M-F
Old Main 16 & 11
This Institute is also open to current teachers.
ply
ENG 3 6 1 4
Studies in Modern Fiction
H P E 115-S
chemical ~~~~~d~~~~
.-.arts.
~~~~k
A n analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6:00-9:30 p.in.
M
~
~ 1I 1 ~
HIS 1951331-S (with ART 1001300)
Topics: Designed Environment
Kimball
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence.
Persp.: City or Aesthetics
1 :00-4:30 p.m.
M b* W
Science 123
INS 199,S/3YY-S
Internship
Olson
A work-based learning experience in which students design a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
placement
p
h
~ must be approved by the faculty
supervisor prior to registration.
~iranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
arrangements.
I N S 225-8
Introduction to Islam
Kader
The course covers the ideological foundations of
Islam, it's basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems, and Islamic patterns of life.
Persp.: intercultural Awareness 1.
6:00 p.m.-9:30 p+m. M B W
Old Main 16
9
POL 421-5 (ML
ve:
Developing a Mi
- ~ Aoki
Race and Ethnic
This course focu:
the ability to function and
rse and ever changing conlead in culturally
texts within the u.3.f ' proved cultural awareand interpersonal senness, communication !
sitivity and appreciation for the complexity of the
racial and ethnic groupings are among thc goals of
Extensive discussion and several short
t*
wnmmts with emphasis on applying
\
o leadership situations.
.
L
,.,-"
Dupont
Math of Inten
he monthly payments
Learn how to c
how much you need to
on a house or car. Fi
have a million \,,hen you
be stocking awav no
vu~iiies,
perpetuities,and life
retire. Learn hs
=-a
F-r-luation will be
insurance work,
'----oo
In, quizzes, and a
based on
.
Lv...
i
3) G
.,
kill: (
v....
MBW
SOC 356-S
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention given to concepts of restorative justice.
(Prereq.: SOC 121)
1-4:30 pm
T, Th
Kingsley
PSY 361-S
Personality/Cuh
~ntext
Hanson
Curtent scientifically-based approaches to description, dynamics, and development of personality.
ing, speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
l'cnp : l ~ i t ~ r c ~ A\vilrcncs
~ l ~ ~ ~ r .3 ~ l
8.33-11 00 a m M, 'I., W, Th
Old MLIUI26
includes the study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
6:00-9:30 p.m
M El W
Old Main 25
6
REL 4 7 2 3
SPA 112-T
Beginning Spanish I1
6:00-8:30 p.m.
M , T,W , Th
Kingsley
Old Main 26
POL 1 7 0 3
Underhill-Cady
Law in the United States
A n introduction to basic legal concepts in the
United States, with a special focus on environmental issues. We will explore the tensions
between justice, order, rights, and freedoms in the
context of debates over water pollution, wet-lands
preservation, endangered species, urban brownfields, and global warming. Students will work on
individual projects studying current environmental cases and controversies in the Twin Cities.
6:OO-9:30 p.m
MB W
Science 205
Quanbeck I1
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Grad Skill:
Critical Thinking.
6:OO-9:30 p.m
MB W
I
SPEECH, COMMUNICATION,
Soerdrup I
SPC 3 2 9 3
Intercultural Communication
Beginning Spanish I1
Old Main 18
Old Main 18
Lapakko
This coursc cxplores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems.
Persp.: Intercultural Awareness 1
6:OO-9:30 p.m,
MB W
Suerdmp 20
term two
july 9 to august 9
SWK 5 6 0 Assessment and Diagnosis in Mental
Health Practice
Syers
This course examines assessment and diagnosis of
mental health Emphasis is placed on understanding mental health disorders from a systems
and ecological perspective as well as understanding bio/psycho/social influences on incidence and
course. (Prereq.: Advanced standinglsecond year
MSW/ Post MSW)
6:OO-9:30 p.m.
M@ W
Sverdrup 206
--
ML 560-S (POL 4 2 1 3 )
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course focuses on the ability to function
and lead in culturally diverse and ever changing
contexts within the U.S.A Improved cultural
awareness, communication skills and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupings are
among the goals of the course. Extensive discussion and several short written assignments with
emphasis on applying course material to leadership situations
M@W
Sverdrup 1
6:OO-9:30 p.m
center for
global education
upcoming programs:
Human Rights and Indigenous Issues ir
May 15-24, 2001
\
Poverty and Perseverance: Life in N'
June 9-17, 2001
latemala
:agu
4'
The Plight of Indigenous People in Countries in Transitio
Guatemala and Chiapas, Me+-June 2-15, 2001
Mexico: Educatior
A Professional nJune 14-21, 2001
.
Cuba: Our Isl;..,
July 16-24, 2001
iiobal Citizenship
Neighbor
m
Namibi
tional Educ
July 13 - L U , 2001
Mexico 2001: Daunting Cha"
July 17-25, 2001
Accompanying Our Brothers
July 27 to August 7, 2001
ges, Wellsprings of Ho
\;
Sisters in El Salvador
South Africa: Racial Justice and Gender Equity
July 28 to August 12, 2001
For information and other possible educational opportunities, contact the Center for
Global Education at ( 6 12) 330-1 159 or e-mail, <globaled@augsburg.edu>.
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I1 runs from
July 8, 2002, to August 8, 2002.
A detailed listing of courses begins
on page 8.
Course loads i n Summer Session:
Students may take up to two courses in
each session. However, WEC students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Note: WEC
registration for Summer Session I will
not be available via the Web. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the
equivalent of four semester credits and
six quarter credits.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Augsburg general education:
Courses fulfilli~lgAugsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Augsburg College
Campus Box 136
221 1 Riverside Avenue
Summer Se
w
May 28 to June 28
Summer Session I
July 8 to August 8
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evallgelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and
recreational activities.
* North Cer~t~ul
Associatio~lof Collc~esand Scl~ools,G~ilanissi~~it
011 l~~stitutior~s
of Hi,ql~erEdiict~ti~l~,
312-263-0456 Weh site <wcuw.l~cocihearc>
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended vrimarilv for
freshmen and sophonlores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual facultv members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1 148 for more information.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg,edu/sum~ner
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612- 330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Students accepted for Su~nmerSession
are not automatically granted
admission as regular students of
Augsburg College. Those wishing to
begin a degree program at Augsburg
should apply to the Office of
Undergraduate Admissions, 612-3301001, or the Weekend College
Admissions Office, 612-330-1 743.
to register for
Web registration will remain open
until May 3 (Session I) and June 14
(Session 11). Web registration hours
will be 6 a.m. to 10 p.m. daily, with the
exception of April 8, which will be
.
C
person at the Enrollnlent Center
hetween 9 a.111.-4 p.m. M-F ~xtencied
hours to 6 p.m. on the first a&&econd
day of classes for each se:
Thursdays 12-4 p.m.).
Students registering for
Summer Session I must complete
their registration by May 28.
Students registering for
Summer Session I1 must complete
their registration by July 8.
Augsburg students will be hilled
through Student Accounts. NonAugsburg students nus st pay 50 percent
of tuition at the time of registration. All
s t ~ ~ d c nmust
t s be paid in f~11lby May 10
.
be dropped fr
course (s)
Augsburg stu, 3 who have unvaid
balances from
pay these ball
lmmer Session.
n Registration: Many courses
11 early and eourses with low
Students who decide to cancel their
registration prior to the first day of the
sessi~nnus st c ~ m p l e t ea dropladd for111
at the Ellroll~nentCenter (this must be
done in person). There is a charge of
$100. For refund information please see
schedule of refunds on next page.
A late fce of $75 will be assessed for
students who register after the first Jay
of the term. No S e s s i o ~I ~registrations
will be accepted after May 3 1. No
Sessioll I1 registratioils will be accepted
after July 12.
Registration begins
Web registration closes
Balance of tuition due
Classes begin
April 8
May 3
May 10
April 8
June 14
June 21
May 28
July 8
Last day to:
Register (without late fee)
May 28
*Register (added late fee of $75)
May 31
(no registrations will be accepted after this date)
Change grading option
June 7
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
July 8
July 12
July 19
June 14
June 28
July 26
August 8
July 8
August 16
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is no later than
May 28 (Session I) and July 8 (Session 11)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
May 3 1 (Session I) and July 12 (Session 11)
50% of the refundable portion of tuition:
-
If cancellatio~lat the Enrollment Center is no later than
I
map of aug~hurg
-
A
casts
T h e tuitioil clla!
.-.--
-
-
-
$625 for 1-
t courses
R
Audits al
listed ah01
c it courses
t the tuition rates
course load is
the two scssic
1.5 credits over
1
financi-
1
Eligibility for I
Session attend
Fi11$7Kal aid is available to students
er~rollsdin day or weekcnd progra#
from most federal and state ijpancial aid
programs. Institutional sc
lips and
grants are available only
regular academic year. St
maintain half- time status
the program in which they are enrolled)
are eligible to apply for financial aid.
WEC v:
No a
i
. r S ~ n cm ~nI as
..-..rrently with the WEC
m e s ter.
W E C stuc
enrolled in Summer
Session I1 ma
eligible for financial
J
aid it' their course load is at least 1.0
credit.
To apply
You must notify the E n r o l l m e ~ Center
~t
if you wish to apply for financial aid for
Suminer Session. To do so, visit
< www.augsh~~rg.edu/enroIl>.
The financial aid dcadline for
Summer Session is April 15, 2002.
COLLEGE M A P I N F O R M A T I O N
Adnli,\inns \Vcakd;ty Pn,g~%n~
13- Li~iclclll,ib~%~ry
2. Ad~~li,\iorirAnnc* and Wcckcnd
14.,Ma11ilc11a11cc
;111clCjmond.; Shop
Ad~~lisi~o~ls
l s . l M ~ ~ r l ~ Rtlll
~l~c~l
3. A i r Slruclorc Elllr;l~lcc
(No\,cmbcr I l i n , ~ ~ gM;lrcll)
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4* Eddt-Ncl\on Alhlclic
Picld imd Sc;~ul~idl
AirSIr~~~lurc
C l ~ ~ i u l c ~ l sC*.lltiv
cn
6, EA$I Hall
F,!cully Cioecl Ho11,c
8. Prrss, Lohcck. Milt,, Ccnlcrtr,C
Wonllil), Dril~liil& C < I I I I I I I ~ I I I ~ U ~ I ~ I , , I I
% Svcrylrup H;III
10. H u s b y - S ~ ~ ~ I I ~Tc111iib
I ~ I I COIII 15
Hi111
I I. Ice Alcnn
17. Dc\clopmcnl. PR/Cor~inlul~~c;~lio~n,
;aid Alumnifi';!rcnl I l e l n l ~ o ~ r
!.
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7.
A.VliiIoeP.~rkillg
B;Rc\~clc~ll P.I&III~
C. C o ~ n n l ~ ~P,ld~n;
ler
D. F;~cuIly/St;~IY/Com~nt~tc~/Rc<irlcnI
Parking
[S,Rc&~~le~lt
Pdkillg
F,, Rec~cle~~r
Pil~kilig
Ci. Adtni~rio~~c/F,su~lI)~/SInfl
P.r~li~lg
t i - , F ; ~ u l l ~ / S ~ Pn&i~ig
;~If
1. Vih'itoPP.!~hing
S, P,~cuIlylSrotf P i ~ l k i ~ l g
K.F;~cull):/Sl;~frPi~rhi~l:.
L.:Y~\ilo~.P,~kt~lg
M. F,tcully/Sl;~h/C,>~l~n~ololl
PIII%III~
N.,~;suI~y/St;~tI;iConln~~~lcrP,~k~~~g
0. Fi~ifiicw-LlnivchilyI';uking Rnnlp
Visit the Enrollment Center Web site to
downloa~lapplication materials.
1-94 East fro111 Minneapolis%kc 2 5 t h A\,~IIIIC exit, l u n l 1ck.a~2.5111 Avenllc, turn
Icft ;lr RrvcMclc AVCIILI~,[ u r n l c f l at 2 1 i t A\,cnr~c
Sil\~th.,
1-94 West fro111 St. Pault c ~ i l c l cA v c u ~ l c ,
31kc R ~ v e r s i ~csil,
l c t11in l i ~ h ,t ~ RI\
SOLILII.
l l l r n I c f ~; ~ 2r lct ALVIILIC
35W from thc SoutliFollrne thc 1-94 St. P.1111 SI~IL~T
(III\*S
t o ~'idht Innc :tftcr.
~ n c r ~ c n )'liikc
.
25th AVL.IIUC ex11 2nd r u l n
cncli id~\r.il
lefi a r ~ i w r : ~ i c lAc w n ~ l c l, u t n l c l l a r 2 l a r A v c n 1 1 c
S,lll~l.
,
T h e ca111era w
creativity and
photographic
1
-~
35m1u,single-lens rt
film, etc.: $200-$22
Pel spectivelsk
6-9:30 p.n~.
~
r visual
and white
llts need access to a
:all~era.Estimated cost of
L,,OL<
o l d M~~~~
4
ACC 22
Principles of Accountinl
Intyduction to business :
and fundamentals of accounting, the accounting
cycle, and preparation of finanr:-' -.aternents.
T B Th
Mttsic 24
8 3 0 ~.III.-II~OII
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of I ....c...,- ~ u e n t ,
organiznticin, staffing, planning, and control. T h e
nature of authority, accountability, ~es~onsihility,
and analysis of the pnifessional manager.
6-9:30 p.171,
TBTh
Mlisic 24
B U S 331-S
Financial Management
Kapoor
Topicurrlated t(1 theory acquisition, fund
allocation and nlanagcmcnt, sources and uses of
Ic~ng.and short-term fi~nds,capital
costs/budgctiny, levcragc, and dividend policy.
(Prereq.: ACC 221, ECO 112 or 113, and MPG 3)
6-9:30 p.111.
M,W F
Olrl Moil1 29
EDC 2 2 0 3
Educational Technology (0.5 Credit)
Erickson
You will be expoaed to basic thcorics of
communicatio11, selection, evaluati<in and
research. Become skilled in some of thc digital
tc~<ilsused in today's schools. Learn how to clioose
apprc~priateapplicatin~isof thcorics and techn~ques
for educational settings.
9-1 1:30 ir.111.
M, W F
S v e r d ~ ~204
rl~
Introaucar
A n initiation i u t
formal study of fictjon,
poetry, and drama, urawing on works from several
periods, difierent cultures and races, and male and
fe~nalewriters. This course aims in
to
develop students' critical and analytical skills as
the prerequisite for all upper level courses In
literature. PerspectiveiSkill: Aesthetics
4-7:30 0 ni.
Old Moil1 26
G S T 200,S
Quantitative Reasonmg
Schield
Critical thinking about statistics as evidence in
:
lents involving predictions and explanations.
i include reading and evaluating tahles,
:raphs, and statistical models. E~nphasison
nterpretation, evaluation, and communication.
PerspectiveISkill: Quantitative Reasoning
(Prereq.: MPC 3)
6-9:30 p.111
T €4 Th
Old Muin 18
ASL 101-S
Beginning Sign Language I
Mikkelson
A n introduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d c nobserve
ts
the
denlonstration of signs, practice their own signing,
and learn the facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
PerspectiveISkill: Intercultural Awareness 2
SPA 111-5
Beginning Spanish I
Reinhardt
Aims to de\,elop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. I n t r o d u c t i o ~to~ the culture of the
Spanish-speaking \vorld.
Perspective/Skill: I n t e r c ~ ~ l t i ~Awareness
ral
2
8:30-1 I a.m.
T 1R TI1
Old Moin 26
1- '..: -. .
I N S 105-S
Intro, to American Indian Studies
Weston
This coLlrse is intended to introduce students to
Anlcrican Indian S t ~ ~ d i eConcepts
s.
and topics to
be covered include, among others, history,
language, culture, literature, policy, iinages,
contemporary issues, and the arts. Minnesota
Indians will be eluphasized wherc appropriate.
PerspectiveISkill: Intercultural Awareness 1
6-9:30 p . n ~
TBTh
Old M r ~ i t25
~
I N S 199-S1399-S
Internship
Olson
A work or service experiencc in which the
s t ~ ~ d e nfaculty
t,
aponsor, and aite supervisor design
a learning agreement plan that links classroo~ll
theor): the liberal arts perspcctivcs, and graduation
skills with the opportunities inherent in the
internship. T h e student 111i1stc o ~ i ~ p l eat elearni~ig
~portfciliobased o n the internship. Student should
consult with the faculty sponsor reganling
requirements and get permission to registel: PIN
grading only.
3,
.....
PSY 352-S
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years.
(Prereq.: PSY 102 or 105)
6:00-9:30 P.m.
M BW
Old Mail1 2 5
REL 3 7 0 3
America11 Indian Spirituality
& Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philsophy
of North Alnericau Ind~ansare studied. Tribal
similarities and differences are explored as are
tribal relationships with nature, religious oversight
of life cycles, sacred ritual ceremonies, and beliefs
in an afterlife.
PerspectivelSkill: Christian Faith 3 , \Writing
(Prereq.: ENG 1 11, Jr. Standing and REL 11 1 ,
221, or 331)
6-9:30 11.11
M€4W
Old Main 18
POL 2 4 1 3
Environmental
Upper Mississippi River watershed. Issues covered
include controversies about river pollution, the
lock and dam system, rcgiunal water supply, floc~d
control, economic clevelop~uentin the rive1
corridor, farming practicca, and enerby production.
In regard to each of these, the class will examine
thc challenge c~fbolancung econoniic dcvclopmcnt,
social har~non):and environmental sustainahility
Thcrc will be weekly excursions to explore the
river in the Twin Cities and meet with local policymakers and stakeholders. Students will repclrt to
the class o n a research project o n a topic of their
cho(ising.
PerspectiveISkill: Critical Thinking, Social \Vorld 1
6-9:30 11,tn
M&
? \v
0111 Moir~2 7
S P C 351-S
Argumentation
Lapakko
Develops critical thinking bkills by study of the
theory and practice of argument, evidence,
fallacies, and refi~tation.Includes how to build and
analyze public argulnents that c o n f r ~ n stt~dents
t
in
their everyday lives.
PerspectivelSkill: Critical Thinking
(Prereq.: SPC 111 or 112 or consent of instructor)
6-930 ~ , I I I ,
T 8 TI1
Old Main 2 9
session I 1 july 8 to august 8
ART 1 0 7 3
Drawing
This is a first level drawing course. Studelits work
with a varlety of traditional and non-traditional
drawing media and explore important colicepts of
drawing. Slide lectures, dernonstrations, and
critiques coniplete the learning expel ience.
PerspectiveISkill: Aesthetics
6-9:30 p,nl,
TBTh
Old Maill 17
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of A C C 221. I~ltroductionto
business activities and accounting for corporations.
Basic concepts and fundan~e~ltals
of nlanagerial
accounting, p l a ~ l ~ l i and
~ l g controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8 3I I
T GI Th
Music 22
A R T 118-S
Painting I
Bollmao
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
PerspectiveISkill: Acsthetics
6-9:30 p.111.
T B TI1
Old M ~ I 17
I
BUS 2 4 0 3
Personal Finance
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement,
and estate planning.
Old Main 10
6-9:30 I J , I ~
M&W
ART 2 2 5 3
Staff
Graphic Design I
A n intrc~d~lctioll
to the principles and t e c h n i q ~ ~ c s
of graphic design using page layout software.
Emphasis o n designing with text and ilnagc
PerspectiveISkill: Aesthetics, Speaki~lg
6-9:30 p.111
T B TI1
Fuss 22B
A R T 2491349-S (with H I S 24913493)
Designed Environment
Anderson
This course addresses die designed environment,
the i~ltentio~ially
designed places in which wr live.
We will investigate architecture, landscape
architecture, and u r h a ~ design,
l
b o t l ~in cl;~ssand
in site visits and walking tours to proluinent
cxa~nples~f desiyn excellence.
PerspectiveISkill: Aesthetics or City; Writing
(upper division only)
(Prereq.: For upper divisiu~~-an art, history, or
urban sti~diescourse, and ENG 11 1)
1 4 : 3 0 [LIII,
M B W
Scie~~ce
123
ART 3 3 0 3
Graphic Design I1
Staff
A n advanced study of the graphic design of
typography and visual imagery fnr print production
using the computer. Includes idcntihcatic~liof
design problen~sand presentation to client.
PcrspectivclSkill: Aesthetics
(Prereq.: ART 225)
6-9:30 p.ln.
TBTh
Filss 22B
BUS 3 4 0 3
H u m a n Resource Management
Cerrito
Personnel filnction in business, accl~~isitic)n,
and
utilizatio~iof human resources; desirable working
relationships; effective intcgrotion of the worker
with the goals uf the firm and society.
(Prcreq.: BUS 242)
6-9:30 p . ~ n ,
M B W
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the
management (if operating fi~~ictions
caught from a
~lla~lagerial
viewpoint with examples from various
industries and sectors.
(Prereq.: BUS 242 or consent of instructor)
6-9:30 p.ln
TBTh
Mtrsic 24
MKT 2 5 2 3
Principles of Marketing
Meziou
Principles of hasic policy and stratcw issues in
marketing. Legal, ethical, competitive, economic
; ~ u dtechnological factors as they affcct pro~luct,
prona~tion,and distribution decisions
6-9:30 11.111
M B W
S v e n b ~ ~202
p
This course examines t h o k
unique to ~llarketingin a<in
Emphasis is placed o n a d a z
mix according to the i r b - - ellvLroLinlent.
(Prereq.: MKT 252)
Clayton
120th centurv
ErnC
r
C H M 100-S
Chemistry for Changing Times
This course int~oducesb a s ~ cche~uistrycon-.
the context of numerous science-based i s s ~
our everyday lives with the goal of student I
:
a basic understanding of thc science behin%ssucs
present and in the future.
PerspectiveISkill: Natural World 2
(l'laereq.: MPG 2)
8:30 ~ . I ~ . - I I O I I I I
T B TI1
Science 3 15
E D C 495-S
Topics: DiversityNinnesota
American Indians
Gresczyk
This course cxaluines human divcrsity and Ii~lluan
relations. It fulfills the Education Department
huluan relations and Minnesota An~cricanlnclian
req~~il,ernents
and is a n option within the liceusure
progr:ilil.
6-9:30 p.m.
M B W
St'ertlrtlp 1
This coursc is designed for clclucntary educntic~n
~uajorsand includes earth science "hands-on"
inquiry based activities that modcl the tcacl~ing
and learning process ~f sc~entificinquiry. Meets
hasic earth science st~hjectmatter standards for
initial licensurc.
6-9:30 j1.111.
T El Th
sCiL'IICL'
10
SlS
-
ction.
Awarcncss I ,
Isen1 of instructor)
TI1
Old Mail1 23
TB
HPE 1 1 5 3
Chemical Dependency (0.5 credit)
Broek
A n analysis of chemical ahuse and what can be
clone for the abuser. Inclu~lesinfc~rmationabout
school health education and services.
6-9:30 11.111.
M
Old M r i i ~23
~
This course addresses the designed envil-o~uucnt,the
intention;~llydesigncd pl:lccs in which we livc. \Ve
will in\,estigate architecture, landscape architecture,
and urhan deaib~~,
bhr~tliin class and in site visits tn
pro~ninentexao~plesof design excelle~~ce.
PerspcctiveiSkill: Aesthetics or City; \Vriting- (upper
..
division only)
(Prereq.: for upper divisin~l-an art, histor): or urban
ati~diescoursc, ancl ENG 111)
1 4 : 3 0 11.1il.
M B W
Scie~~ce
123
I N S 199139923
Inter~iship
Olson
A work or service experience in which the s t ~ ~ d e n t ,
faculty sponabr, and site supcrvia)~design a learning
agreemen1 plan that links c l a ~ , r ~ i o~l~cory,
n~
the liberal
arts perspectives and gracluation skills with the
0ppc1rti11iitiesi~lllcrc~it
ihi the internship. Thc stu~lcnt
hnsed on the
must complete a lea~ning~x~rtfnlio
internship. St~lclcntshoulcl cc~nsultwith the faculty
sponsor rqi~rdingrequirements ancl gel per~~dsslnn
to
rceiater. PIN eraclinu onlv.
INS 3 4 2 3
agical foundations of
e course cc
Islam, its basic concepts and tenets, Islaniic law
(Shari'ah), Islamic economic and political systems,
and Islamic patterns of life.
PerspectiveiSkill: Intercultural Awareness 1
6-9:30 0 nl.
Mt~sic22
INS 2 5 5 3
Kaufman
Paideia Seminars
ninar
Students will .uarticiwte
.
discussions following the Paideia seminar form
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understand timeless ideas ':----carefully, and question thoughtfully
PerspectiveISkill: Critical Thinking
]lily 22-26
INS 260-S
Contemporary American Indians
Weston
This course examines the situation of American
lndians in the United States since the Indian
Reorganization Act of 1934. Emphasis is on
current issues such as tribal sovereignty, treaty
rights, reservation economics ,and Indian
education. PerspectiveISkill: Intercultural
Awareness I
6-9:30 p.111.
TBTh
Old Muin 13
INS 29523
Doine Business in the
Czech Republic
StollerIStaff
This course will concentrate on developing a
capitalist enterprise in the ex-comrn~~nist
world,
looking at how models are succeeding, and how
different sectors of Czech society are responding to
the changes in social norms and values which
underlie these new econonlic initiatives.
6-9:30 p m
M B \V
Old Mirirl 18
ditics of the
This course explores I
conununities and ecosystems of the Upper
Mississippi River watershed, including
controversies about river pollution, the lock and
danl system, regional water supply, flood control,
and farrnir,, There wil
reekly
kers and
e~rn~rsions .. ..... I local polic,
, trying to achieve sustainability in
holde
'or additional schedule information
---
w.,,u,sburg.edulppagesl-cady/
,
,
'E: Additional $500 fec
(Prereq.: POL
equivalent, and passing
water safety tt
Old Main 25
'?li
MAT 1 7 3 3
Math of Interest
Kaminsky
Learn how to deter~uinethe monthly payments on
a house or car. Find out how much you need to be
socking away now to have a million when you
retire. Learn how annuities, perpetuities and life
insurance work, and more. Evaluation will be
based on classroon~participation, quizzes, and a
final examination.
PerspectiveISkill: Quantitative Reasoning
6-9:30 p.m.
MBW
Scierice 108
ASL 102-S
Beginning Sign Language I1
Mikkelson
An intrciduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d e nobserve
ts
the
demonstration of signs, practice their own signing,
and learn thc facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
Perspective/Skill: Intercultural Awareness 3
6 4 3 0 p.111,
T W( TI1
Old Mui~i26
POL 421-S/ML 560-S
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course fc~cuseson the ability to function and
lead in culturally diverse and ever-changing
contexts within the U.S. Improved culti~ral
awareness, com~nunicationskills, and
interpersonal sensitivity and appreciation for the
complexity of the racial and ethnic groupi~lgsare
among the goals of the course. Extensive
discussion and several short written assignments
with emphasis on applying course material to
leadership situations.
(Prereq.: Graduate, or Jr. or Sr. Standing, or
consent of instructor
6-9:30 P.m.
MBW
Lir~dell16
SWK 395
Topics: Social Policy, Society and Restorative
Justice
Link
This course describes contenlporary systems of
human service with a focus on poverty, community
relationships and restorative justice. There will be
a combination of class and urban field visits.
PerspectivelSkill: City (pending approval)
6-9:30 P.m.
M B TI1
Note: Rochester Campus
PSY 361-S
Personality/Cultural Context
Hanson
Current scientificallv-based amroaches to
description, dynamics, aud development of
uersonalitv. Includes studv of eender, social
position, and cross-cultural behavior.
(Prereq.: PSY 102 or 105)
6-9:30 p.m.
MBW
Old Muin 25
6-9:30 p.m.
SWK 6 9 9 3
Assessment and Diagnosis in Mental Health
Practice
BoisenlSyers
This course exan~inesassessment and diagnosis of
mental health in individuals. Emphasis is placed
on understanding mental health disorders from a
MBW
..
REL 221-S
Biblical Studies
Quanbeck 11
This course covers the origin, literary character,
and transnlisaio~lof the biblical documents.
Explores the task of biblical interpretation.
Discusses the history of Israel and the enlergence
of the clu~rch.There will be two exams and two
interpretive papers.
Perspective/Skill: Christian Faith 3
8:30 a.m.-no011
T €4 TI1
0111 Maill 29
SOC 3 5 6 3
Crime and Community
Blooni
Analysis of correctio~lalproerams
and community
. ..
responses. Lecture, discussion, and site visits to
(Prereq.: SOC 121)
1 4 : 3 0 I~nt
4
.
4
.
.
T B Th
,, ,, ,
.
Old Moin 18
.
L
SPC 3 2 9 3
Intercultural Communication
Lapakko
This course explores cultural differences and their
inlplications for conu~~~unication,
including
differences in values, norms, social interaction,
and code systems.
PerspectiveISkill: Intercult~~ral
Awareness 1
6-9:30 p.ni.
M B W
Old Main 29
center for
global education
upcoming programs:
Language, Culture, and Social Change in Mexico
May 18-June 23, 2002
The Church, Civil Society, and Social Change in El Salvador
May 20-30, 2002
Human Rights and Social Change in Guatemala
May 20-30,2002
All Our Futures: Education for Global Citizenship
June 11-18, 2002
Social Services and Social Change: A Culture in Transition
June 26-July 3, 2002
Nicaragua: Past, Present, and Future
July 17-26, 2002
Mexico in Transition
August 1-9, 2002
For information and other possible educational
Global Education at 612-330-1 159 or e-mail
-
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to Augu... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to August 7
summer session info
Course loads in Summer Session:
Students may take up to two courses in
each session. However, W E C students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Unless otherwise
indicated, all courses carry a value of
one course credit. O n e Augsburg course
credit is the equivalent of four semester
credits and six quarter credits.
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Course levels: The first digit of the
about
augsburg
Augsburg College is a fouryear, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
The small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational
activities.
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Internships: In addition to those listed,
' N o ]th C s ~ t ~Association
ul
of Colleges and Schools, Cor~anissionoil h~stittitionsof Highel Ed~icutini~,
312-263-0456. Web site <wtmu.i~cociheerg>
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
-
calendar
I1 students may begin to register for
>ummer ~ e s s i h ncourses o n April 7.
Web registrarion will remain open
until May 2 (Session I) and June 13
(Session 11). Web registration hours
will be 9 a
p.m. daily. Augsburg
students are encou;aged to use Web
registration. Non-Augsburg stud--+.
must reglster In person at tfieF
Enrollment Center between 8:31
a.m.-4:30 p.m. M-F (extended hours to
6 p.m. o n the first and secona.day of
#classes for each session; open .Thursdays
12-4 p.m.). The Enrollment Center is
located in Sverdrup Hall. We
recommend that you schedule your
courses as early as possible.
;*
3-
If a discrepancy is found between this
catalog and course information found
through AugNet, AugNet should be
considered the most current, and thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 27.
Students registering for Summer
Session 11 must complete their
registration by July 7.
Augsburg students will be billed through
Student Accounts. Non-Augsburg
students must pay 50 percent of tuition
at the time of registration. All students
must be paid in full by May 9 for
Summer Session I and June 20 for
Summer Session 11. Tuition must be
paid in full (see calendar), or you will
be dropped from your course(s).
Augsburg students who have unpaid
balances from previous terms must
pay these balances before they may
register for Summer Session.
Change in Registration: Many courses
fill early and courses with low
enrollments will be canceled one week
before the first day of the session.
Students who cancel their registration
prior to the first day of the session must
complete a drop/add form at the
Enrollment Center (this must be done
in person). There is a charge of $100.
For refund information please see
schedule of refunds o n next page.
A late fee of $75 will be assessed for
students who register after the first day
of the term. No Session I registrations
will be accepted after May 30. No
Session I1 registrations will be accepted
after July 10.
m
rn
ummer ruu3
sessZon I session I 1
map of augsburg
:UUJ aummer
Session courses is:
$1320 for full-credit courses
$660 for half-credit courses
Audits are charged at the tuition rates
listed abov
financial aid
F
No aid is given iur a u l u l l l r l Session I as
it runs concurre
with the WEC
spring trimester
dl!
led in Summer
WEC stude
Session I1 may be eligible for financial
aid if their course load is at least 1.0
-a
Eligibility for SummLL
Session attendees
Students who maintain half-time status
(as defined by the program in which they
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
..b
Lig!?
---A:-
TO
*
avvlv
-- .
L
The only forms of financial aid available
for Summer Session attendees are the
Federal Pell Grant (for students who
meet eligibility requirements) and
student loans. The financial aid priority
deadline for Summer Session is April
15, 2003. Visit the Enrollment Center
Web site to download an application
form at <www.augsburg~edu/enro~~>.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
(November through March)
4, Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center for
Wonhip. Drama &Communication
9. Sverdrup Hall
10. Husby-Slmmmen Tennis Couris
I I. Ice Arena
12. Development, PR/Communications.
and Alumnimarent Relations
13. Lindell Library
14. Maintenance and Grounds Shop
15. Moriensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19.New Residence Hall
20. Old Msin
21. Anderson Hall
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Ofledal Memorial Hall
28. Umess Hall
campus location
PARKING INFORMATION
A-Visitor Parking
B. Resident Parking
C. Commuter Parking
D. FacullylStafflCommuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/StaffParking
H. FacultyIStaff Parking
I. Visitor Parking
J . FacultyISlaff Parking
K. FacultyIStaff Parking
L. Visitor Parking
M. Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuler Parking
0. Fairview-University Parking Ramp
3 5 W from the NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at 21st Avenue South.
1-94 East from MinneapolisAugsburg College, as affirmed in its mission, does not dtniminote o n the basis of race, color, creed, religion,
national o r ethnic origin, age, gender, sexual orientation, marital status, status with regard to public msistance, or
disability in its education policies, admissions policies, scholarship a n d loan programs, athletic andlor school
administered pmgrams, except in those instances where religion is a bonafide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees a n d its students.
Any questions concerning Augsburg's compliance with federal o r state regulations implementing equal access a n d
opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, C B 79,
Augsburg College, 221 1 Riverside Ave , Minneapolis, M N 55454. She can be reached by telephone,
612-330-1023; or by e-mail, <wadeb@augsburg.edu>.
Take 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
3 5 W from the SouthFollow the 1-94 St. Paul signs (move to right lane after
each of two mergers). Take 25th Avenue exit and turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
session I
Please refer t o
may 27 to june 27
http:llaugnet.augsbu~~g.edu
for
the m o s t c u r r e n t classroom i n f o n n a t i o i ~ .
Kapoor
ECO 1 1 3 - S
Principles o f Microeconomics
location
An introduction to microeconomics: the theory o f
perspcctivdskill:
and
the household, f i r m , market structures, a n d income
6-9:30
BUS 3 3 1 3
Financial Management
ART 132-S
Topicr related to theory acclulsiti
Photography
Raschke
.,<.., ~ visual
r
T h e camera u... ,
,,
,
,
,
,black a n d white
creativity and expression
and nianagcment, SOL
lncl 11:
short-term funds, can
,sts/huogetin:.,
Ieueragc,
distribution. Application o f elementary economic
Z O 112 o r 113, a n d MPC; 3)
independently o f E C O 110 o r 112. E C O 112 and
(Prereq.: A C C 221,
35 m n i , single-lens reflex camera. Estimated cost o f
6-9:30 11.m
MWF
O l d M a i n 26
113 may b e taken in either order.
(Prereq.: M P G 2 )
f i l m , etc.: $200
Perspcctive/SI
6-9:30 p i n
Old Maill 4
BUS 3794
Quantitativ
Isaacson
A n i n t r o d u c t ~ o nt o quantitative
reasoning
PerspcctivJSkill:
Social W o r l d 1, 2
8:30 a . m -noon
?; TI1
Suerdnrp 201
to assist
students i n reading and interpreting clnta Topics
Life Drawing
include descriptive measures, probability, sampling
-
T h i s course w ~ l ~l n t r o d u c et l ~ estuclent t o the
distributions, estimation, and I~ypotliesistesting
EDC 2 2 0 3 (.5 c r e d i t course)
w i t h emphasis o n a~>l>licdp r o b l c ~ n sin business and
E d u c a t i o n a l Technology
eC,IllOIlIICS.
Y o u w i l l be cxposed to basic theories o f
ART 247-S
methods anti tcchniqucs o f drawing the humar
form through tlie use o f live moilels Emphasis w i l l
bc placed o n dc\,clopnicnt o f perceptual drawing
( P r ~ r c i ~ .M: I S
skills to accurately render tlie h u m a n form i n a
6-9:30 p.m.
spatial e ~ l v i r o n m c n tTopics covered w i l l include:
MKT 2 5 2 3
gesture, prnportio11, foreshortening, skeletal and
~nusculatureanatomy, s l i a ~ l i n gand rendering, and
composition. N O T E : There w i l l be a $50 fee
model.
M, W
Erickson
Become skilled in some o f tlie digital tools used in
today's schools. Learn h o w t o choose appropriate
Meziou
Principles o f basic policy and strategy issues i n
M,W
O l d M a i r ~18
H i s t o r y o f U.S. F o r e i g n R e l a t i o n s
8:30 a m -noon
M, W
Suerd?up 2 0 4
Kader
emphasizing changing definitions o f war a n d peace,
tensions between internationalism a n d
isolationism, the emergence o f the U.S as a n
ENG 2 2 5 - S
Swanson
I n t r o i l u c t i o n to business activities, basic concepts
and f u ~ i d a m e n t a l so f accounting, the accounting
cycle, a n d preparation o f financial statements
8:30 u.111 -11uor1
M, W
O l d M o i r ~2 9
BUS 2423
Principles o f Management
Cerrito
D e w l o p n i e n t u f the theory o f management,
organization, staffing, planning, a n d control. T h e
stresses style a n d organization, the process o f
Gilsdorf
A n i n t r o J u c t i o n t n macroeconumics: national
income analysis, monetary and fiscal policy,
~ n t c r n a t i i n i a tmde.
l
Application o f clcmcntary
ecc~nomict l i e o ~ yto current economic prohlerns.
May be taken indcpendcntly o f E C O 113 o r 110.
Staff
A survey o f U.S. foreign relations f r o m the
American Re\,olution through the C o l d War,
Effective W r i t i n g ( E N G 111). Its workshop format
Principles o f Accounting I
I
H I S 33223
T h i s course builds o n the practices a n d methoils o f
..
112.
Principles o f Macroeconomics
evaluate their learning w i t h tlie Director o f tlie
Center for Service, W o r k , a n d Learning.
Satisfactory conipletion fulfills the Augsburg
Experience (AE).
educational settings.
a n d technological factors as they affect proiluct,
O l d M a i n 17
A C C 221-S
Old M a i n 23
G S T 009-S
Cooperative Education
Olson
Cooperative Education is a w o r k experience related
to a student's m a j o r / ~ n i n o r o r career interests, b u t
n o t done f o r academic credit. T h e goal is f o r
applications o f theories a n d tcchniqi~esfor
Intermediate Expository W r i t i n g
. .
?: T I \
communication, selection, e\nluation, a n d researcl~.
Suerdl.~ip 2 0 6
Principles o f M a r k e t i n g
6-9:30 p,nl.
western
it^^^
stuLlcnt\ t o n1lp.y t l i c ~ ~ rr,)) pr.I.rlLc III 1111i~~)pr<)vc.l
\vc,rk seulng. Sru.lunt> ser tmrn.ng peen ~tn.1
1
price, p r o m o t i o n a n d distribution decisions.
Perspective: Aesthctics
6-9:30 p m.
)0 o r 370 a n d M P G 3 )
marketing. Legal, ethical, competitiue, economic
payable o n tlie first day o f class for the cost o f the
to American thought by w o m e n and people o f
color.
theory t o market policy. M a y b e taken
and dividend policy
photographic processes. Students need access t o a
Stein
revision, self a n d peer evaluation, a n d the
M,W
O l d M a i n 13
0
Studies
Rrspective/Skill: W r i t i n g
T
6-9:30 p.m
I N S 105-S
Introduction to American Indian
relationship henveen reading a n d writing.
(Prcreq.: E N G 111)
4-7:30 p.m.
economic a n d military power.
TI1
Old Main 26
Weston
T h i s course is intended t o intrucluce students to
American I n d i a n Studies. Concepts and topics t o
E C O 112 a n d I 1 3 may he taken i n c ~ t l i eo~r ~ l e r
ENG 2 5 1 - S
(Prcrcq.: M P G 2)
Readings in A m e r i c a n L i t e r a t u r e
Perspecti\-e/Skill: Western Heritapc
An introduction t o selected texts o f literary and
contemporary issues, a n d tlie arts Minnesota
historical importance that yield a n ~ ~ n d e r s t a n c l i n g
Indians w i l l bc emphasized where appropriate.
1 4 3 0 p.111.
M, W
Soerdrlil~202
be covered include, alnong others, history,
Clayton
language, culture, literature, policy, images,
nature o f a u t l ~ o r i ~ accountability,
y,
responsibility,
o f o u r Western heritage a n d contemporary
Perspective/Skill: Intercultural Awareness I
a n d analysis o f thc professiunal manager
American worldviews Themes could include the
6-9:30
6-9:30 p . m
T; Th
Music 2 4
emergence o f a national identity, the shaping o f a
collective American memory, a n d the contributions
pm
M, W
Old M a i n 23
b
session
I may 27 to june 27
r
W S 1991399-S
Internship
hallenge of balancing economic development,
~ ~ I C I . Lharmony,
I
and envi~onmentalsustainability.
faculty sponsor, and site supervisor design a
learn~ngagleenient plan that links classroon~
theory, the liberal arts perspectives and graduation
skills with the opportunities inhcrent in the
internship. The student must complete a lear~iing
portfolio based on the internship. Student should
consult with the faculty sponsor regarding
requirements and get permission to register. P/N
grading
4ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to denf culture and the signs and
syntax of ASL Students obscrve the demonstration
of signs, practice their own signing, and learn the
facial expressions and hociy langi~ageneeded to
co~uniunicateclearly with denf and har<i.of.hcaring
people.
Perspective/Skill: Inrerculturnl Awareness
6 4 : 3 0 p.11~.
?; W Th
Old Maill 2 9
SPA I l l - S
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish, introduction to tlic culture of the Spanishspeaking world.
Perspccti\.dSkill: Intercultural Awareness
8:30 a in.-! 1 a.m.
T; K( TI1
Old Mnit~2 6
There will be weekly excursions to explore the river
in the Twin Cities and meet with local policy
~nakersand stakeholders. Students will report to
the class on a research project on a topic of their
choosiny.
Perspectiw/Skill:
linking, Social World 1 or 2
6-9:30 p.m.
Old Main 2 7
n
!
i
SWK 699(D)-S
Comparing Family Practice, Child
Welfare & Social Services i n the U S N K Link
This is a n international travel experience. T h e
course provides both an overview of social policy,
family, and child welfare services in England and
an opporti~nityto observe the approach to social
work practice with families and children. Students
pal ticipate in an orientation to the European
Union and British social services at Augshurg then
PSY 362.!
Abnormal Psychology
Hanson
An introduction to psychological disorders and
treat~nent.
"SY 105)
(Prereq.: PT" '^'
6-9:30 p.m
,
ww ,
Old Main
25
REL 3 7 0 3
American Indian Spirituality
and Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North Anierican Indians arc studied. Tribal
similarities and differences are explored, as are tribal
relationships with nature, religious o\rersight of life
cycles, sacrcd ritual ceremonies, and beliefs in an
afterlife.
(Prereq.: ENG I l l , junior standing, and REL 111,
221, or 331)
Pcrspectivc/Skill: Intercultural Awareness 1 or
Christian Faith 3, Writing
6-9:30 p,nl.
T TI1
M~rsic22
travel to Bristol University, England, for tlie
program. Participants work with American and
British students, faculty, and community
practitioners. The course inclu~lcslccturcs and
visits to a variety of agencies and student have
British tutors for in-depth analysis of policy and
practice in (their choice): healthcare, child welfare,
and family service Orientation in June, travel to
UKJuly 2-17, August debriefing. Undergraduate
students !nay apply to their department chair to
take this course as a n independent study. For Inore
information contact Rosemary Link at 612.3301147.
S P C 329-S
Intercultural Communication
implications for conimunication, including
differences in values, norms, social interaction, and
code systems.
6-9:30 p.m.
POL 2 4 1 8
Environmental and River Politics Underhill-Cady
This coursc explores thc politics and policies
relating to the communities and ecosystem5 of the
Upper Mississippi River watershed Issues co\rerecl
include controversies about river pollution, tlie lock
and clam system, rcgional water supply, flood
control, cconomic development in the river
corri~lor,farming practices, and energy production.
In r e ~ a r dto each of these, the class will examine
REL 4 9 0 3
Topics: Vocation and the Christian Faith Tranvik
What are lily gifts! What are the needs of the
comniunity! What am I called to do? In this course
we will reflect on these questions using the Bible,
the Cl~ristiantradition, literature, film, and popular
culture as our guides.
(Prereq.: REL 111, 221 or 331)
Pcrspecti\,e/Skill: Christian Faith I, 2, or 3
Lapakko
This coursc explores cultural differences and their
7: Tit
Old Main
13
S P C 4803
Public Relations/PromotionaI
Com~nunication
Hanson
Public relations in the modern world of
communication, marketing, government, and
business. An overview of public relations as a career
and a survey of basic promot~onalcommunication
in profit and non-profit organizations.
6-9:30 p m.
M,
W
Old Mair~16
session I 1 july 7 to august 7
Please refer to http:llaugnet.augsburg.edufor the most current classmom information.
'
A R T 33023
Graphic Design ,
Allen
This course is a n advanced study of the graphic
Bollman
Irawing course. Students work
This is a first
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and
design of typography and visual imagery for print
~ r o d u c t i o nusing the comuuter. Studies include
identification of
blems and presentation
B U S 4 9 5 N A L 599-S
Topics: Leadership through
Influence: Coaching and Consulting Lashbrook
The purpose of this course is to explore how to
lead through influence rather than authority. We
to client.
will examine consulting and coaching models to
determine appropriate processes and practices. You
(Prereq.: A K
will have opportunities to apply these models
critiques complete I
lrning experience.
through both consulting and coaching assignments.
Perspective/Skill A
.ire
(Prereq.: senior or graduate student status)
6-9:30 p.m
6-9:30 p.m.
A R T 11823
Painting
.S
Bollman
In this first level painting course, students learn
Principles of Accounting 11
Kader
A continuation of ACC 221. Introduction to cost
M,
W
Suerdrup 206
MIS 1 7 5 3
Principles of Computing for Business Isaacson
An introductory course to develop understanding
basic understanding of the science behind issues
present and in the future.
(Prereq,: MPG 2)
Perspective/Skill: Natural World 2
8:30 a.m.-noon
D
I
7; Th
Science 3 15
@
E D C 2061566-S
DiversityNinnesota American Indians Gresczyk
This course examines human diversity and Iiunian
relations. It fulfills the Education Department
human relations and Minnesota American Indian
requirements and is a n option within the licensure
program.
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
accounting for manufacturing. Basic concepts and
of basic computing concepts and specific skills in
fundamentals of managerial accounting, planning
using microcomputer software (Windows, Word,
critiques complete the learning experience.
and controlling processes, decision-making, and
Perspective/Skill: Aesthetics
behavioral considerations.
Excel, Access, Power Point, e-mail and the Internet).
Emphasis o n solving business related problems
E D C 4801580-S
School and Society
using software.
(Prereq.: MPG 3)
Emphasis on points of view about the role of
school in modern society, relationships with
T; Th
6-9:30 p.m.
A R T 225-S
Graphic Design
Old Main 17
(Prereq.: ACC 221)
8:30 a.m.-noon
I
Allen
1; Th
Old Main 29
6-9:30 p,m
This course is a n introduction to the principles and
B U S 24023
Personal Finance
techniques of graphic design using page layout
Introduction to personal financial planning and
software. Emphasis will be placed on designing
with text and image.
budgeting, credit management, income taxes,
Perspective/Skill: Aesthetics, Speaking
estate planning.
6-9:30 p m
M ,W
Foss 22B
Kapoor
insurance, real estate, investments, retirement, and
6-9:30 p.m
M,
W
Old Main 2 6
This course addresses the designed environment,
the intentionally designed laces in which we live.
We will investigate arcliitecture, landscape
architecture, and urban design; class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
(Prereq.: for upper division-an art, history, or
urban studies course, and E N C 111)
Perspective/Skill: Aesthetics or City; Writing (upper
division only)
1 4 3 0 p.m.
M, W
Science 123
Foss 22A
marketing. Legal, ethical, competitive, economic,
and technological factors as they affect product,
price, promotion, and distribution decisions.
T; Th
Old Main 2 7
B U S 34023
H u m a n Resource Management
Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society.
(Prereq.: BUS 242)
6-9:30 p.m.
M, W
Music 2 4
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
(Prereq.: BUS 242)
T; TI1
Meziou
This thought-provoking course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placcd o n
adaptation of a marketing nix according to the
B U S 4403
Cerrito
Strategic Management
Concepts and principles related to the management
6-9:30 p m
M K T 466-S
International Marketing
Music 2 4
international markcting environment.
(Prereq.: MKT 252)
6-9:30 p.m.
M, W
M, W
Suerdrup 1
Erickson
parents and community, collaborative models,
leadership, and professional development. Serves as
final theoretical preparation for student teaching
Fieldwork experience.
Principles of basic policy and strategy issues in
6-9:30 p in
A R T 2491349-S (with H I S 2491349-S)
Designed Environment
Anderson
T; Th
MKT 2 5 2 3
Principles of Marketing
6-9:30 p.m.
(Prereq.: PPST and admission to department)
Perspective/Skill: Social World 1 and 2 , Writing
8:30 a in -nooil
CHM 100-S
Chemistry for Changing Times
Gyberg
This course introduces basic chcmistry concepts in
the context of numerous science-hnsed issues in our
everyday lives with the goal of students having a
Svrrdrup 17
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary cclucation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensu re.
5:30-9 p.m.
Old Main 2 7
M, W
M, W
Old Main 4
B
E N G 2821482-S
1 9 t h Century British Novel:
Investigating the Victorian Thriller
Liddle
This course studies the novel of suspense, mystery
and terror i n ~ ~ t h . c e n t l l B
ry
~fron, ~
~
~~~~k~~~~~~~
in
century to ~~~~~l~ a t its
~
~
~
ften challenging and sometimes subversive,
vels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
We will read several of the best of these thrillers,
investigate the culture that produced them, and
work to determine why they have continued to
appeal to successive generations of readers.
(Prereq.: ENG 111)
Perspective/Skill: Wester
+r
1+:3(
HIS 2 4 9 1 3 4 9 3
1
A R T 2491349.;
Designed Environment
.cimball
This course addresses the designed environment, the
INS 2 6 0 3
Contemporary American Indians
Weston
This course examines the situation of American
intentionally designed places in which we live. We
Indians in the United States since the Indian
will investigate architecture, landscape architecture,
and urban design, both in class and in site visits to
prominent examples of design excellence.
Reorganization Act of 1934. Emphasis is o n current
Underhill-Cady
A n introduction to the workings of the course
issues such as tribal sovereignty, treaty rights,
system in the United States, focused on the concepts
reservation economics and Indian education.
of power, justice, rights, and freedom. Topics include
studies course, and ENG 111)
Perspective/Skill: Intercultural Awareness
leducation.
war on terrorism, criminal and civil law, torts,
Perspective/Skill: HIS 349-City or nesrurtics;
6-9:30
(Prereq.: for upper division-an ar
.itage
^
:rdrup 206
POL 1 7 0 4
Law i n the United States
ory, or urban
p m.
M,
W
Old Main 13
Writing (Upper division only)
civil rights and civil liberties in the context of the
racism and discrimination, and environmental law.
Guest speakers will include local lawyers, judges,
civil rights activists, and police
Perspective/Skill: Social World 2 or 3
M A L 5 9 9 B U S 495-S
Topics: Leadership through Influence:
Coaching and Consulting
Lashbrook
G S T 00923
Cooperative Education
Olson
Cooperative Education is a work experience related
6-9:30
p m.
?; Th
Old Main 23
The purpose of this course is to explore how to lead
not done for academic credit. The goal is for
Internship
Olson
A work or service experience in which the student,
students to apply theory to practice in a n approved
faculty sponsor, and site supervisor design a learning
examine consulting and coaching models to
work setting. Students set learning goals and
agreement plan that links classroom theory, the
determine appropriate processes and practices. You
evaluate their learning with the Director of the
liberal arts perspectives and grnduation skills with
will have opportunities to apply these models
through both consulting and coaching assignments.
This course surveys the most important
(Prereq.: senior or graduate student status)
religiousness and spirituality. Topics include the
relationship between science and religion; the nature
to a student's majodniinor or career interests, but
Center for Service, Work, and Learning. Satisfactory
completion fi~lfillsthe Augsburg Experience (AE).
the opportunities inherent in the internship. The
student must complete a learning portfolio based o n
the internship. Student should consult with the
through influence rather than authority. We will
6-9:30
M, W
p.m.
Sverdrup 206
INS 225-S
for the abuser. Includes information about school
Introduction to Islam
Kader
The course covers the ideological foundations of
health education and services.
Islam, its basic concepts and tenets, Islamic law
p.m,
M only
Music 22
Shariff
A survey focusing on the nation's adjustment to
industrialization and urbanization, the emergence of
ASL 1023
Beginning Sign Language 11
over the life course; conversion; religion and coping
with stressful life events; religiousness, physical
Mikkelson
motivations and attitudes; forgiveness; meaning-in-
(Shariah), Islamic economic and political systems,
syntax of ASL. Students observe the demonstration
of signs, practice their own signing, and learn the
life; and gratitude.
(Prereq.: PSY 102 or PSY 105)
and lsla~nicpatterns of life.
Perspective/Skill: Intercultural Awareness I
facial expressions and body language needed to
communicate clearly with deaf and hard-of-hearing
1 4 3 00m
p m.
M,W
I N S 255-S
Paideia Seminars
Music 23
64:30
p.m
T W( TI1
Old Main 2 9
Kaufman
SPA 11223
Beginning Spanish 11
the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial
developed by Mortimer Adler. Seminar topics
and ethnic diversity, and the impact of affluence.
Perspective/Skill: Western Heritage, Critical
emphasize selections that help students to think
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
critically, understand timeless ideas, listen carefully,
and question thoughtfully.
Spanish, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill: Critical Thinking
Perspective/Skill: Intercultural Awareness
6-9:30
p.m.
7; T h
Old Main 18
8:30
a.m.+ p.m.
July 21-25
Old Main 18
7; TII
Old Main 25
people.
Perspective/Skill: Intercultural Awareness
Students will participate in a series of seminar
discussions following the Paideia seminar format as
Thinking
health, and well-being; religion as culture; religious
An introduction to deaf culture and the signs and
6-9:30
HIS 2 2 2 3
2 0 t h Century United States
psychological theory and research related to personal
religiousness and spirituality; religious development
permission to register. P/N grading only.
6-9:30
Tix
and nurture of religiousness; the neuropsychology of
faculty sponsor regarding requirements and get
H P E 1153
Chemical Dependency (.5 credit)
Broek
An analysis of chemical abuse and what can be done
PSY 2953
Topics: Psychological Research o n
Religion and Spirituality
8:30-11:OO a.m.
?; W Th
REL 1 1 1 3
Introduction to Theology
Staff
An introduction to the academic discipline of
Old Main 2 6
theology and to the dialogue between the church
and the world that concerns Christian doctrine.
(Not accepted for credit for students who have taken
REL 331).
Perspective/Skill: Christian Faith 2 or 3
6-9:30
p.m.
?; Th
Old Main 10
'
center for
global education
REL 3 2 0 4
Buddhism a n o L n
(See full descriptior
nlry m 1 nailand
Holt
:r offerings through Center
for Global Educatic
:he end of this section)
SWK 6 9 9 3
Assessment a n d U~agnosisi n
Mental Health Practice
BoisenByers
T h ~ course
s
examines assessment and d~apnnslsof
rl nn
mental health in individuals. Emphasis is
--
understanding mental health disorders fr,
systems and ecological perspective as well as
understanding bio/psycho/social influences o n
incidence and course.
6-9:30 p.m.
M,W
SPC I l l - S
Introduction to Public Speaking
~ r d n r pLUL
Groven
This course teaches both the theory and practice of
creating public speeches. It focuses o n preparation,
organization, audience analysis, style, listening, and
overcoming speech anxiety.
1 4 3 0 p.m
7; TI1
SPC 3 5 1 3
Argumentation
Swcrdrup 202
Groven
Develops critical thinking skills by study of the
summer II:international courses
upcoming program:
REL 320: Buddhism and Christianity in Thailand
During this course the focus will be primarily o n the encounter of these two
world religions, Buddhism and Christianity. A special opportunity o n this
course will be participation in the international conference, "Religion and
Globalization." Representatives of many world religions will consider the
implications of globalization for religion and vice versa. We will have lectures,
class discussions, readings, and conversations with Thai people, visits to
amazing Buddhist temples, and some other experiences just for fun. As a
result of this course, students will encounter a culture and religious situation
very different from the Upper Midwest, and have a n opportunity to think
C
critically about the meaning of being Chris$n, Buddhist, or any other
*
8
tradition in a religiously and culturally plur'al worl
(Prereq.: REL 111, 221 or 331)
Perspective/Skill: Christian Faith
theory and practice of argument, evidcnce, fallacies,
and refutation. Includes how to build and analyze
arguments in everyday life.
Perspective/Skill: Critical Thinking
6-9:30 p.m,
7; TI1
For information and other possible
for Global Education at
-
summer session
application form
Summer Session applications are available online at:
<~~~.augsburg.edu/enroll/registrar~
then click o n
"Download Registrar Forms."
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up t... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up to two credits in
each session. However, W E C students
taking two or more course credits in the
spring trimester are not eligible to take
classes in Summer Session I. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the equivalent
of four semester credits and six quarter
credits.
I
June 1 to July 2
summer session II
July 12 to August 12
\
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Comn~issionof the North Central
Association of Colleges and Schools.* The small college environment, ahout 3,000
students during the academic year, is enriched hy the many opportunities found in
this vibrant metropolitan area. Augsburg's setting allows students to participate in a
host of cultural and recreational activities.
*The I-11gherLe~in~illg
Coilunissioi~of tl~eh ' o ~th Ceiltrol Associ~~tiol~
of Colleges (111dSchools, C D I ~ I I ~ ~O~I LS S ~ O ~ I
l~~>titutioi~s
of Higher Edncotiorl, 3 12-263-0456. Web site <u'ww.~~urcihe.org>
summer session info
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives, Core Curriculum,
and Graduation Skills requirements are
so noted along with the description of
the course.
Course levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are Lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to PaY for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsb~~rg.edu/summer
A~~gsburg
College
Campus Box 143
2211 Riverside Avenue
~ i ~ ~MN ~ 55454
~ ~ ~ l
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg's
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dislnissed by that institution.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1101.
i
~
,
to
. ..
calendar
L -
m dents may hegin to register for
,,~~,,,ncrSession courses on April
5.
Web registration will remain open
until April 29
ssion I) and June 11
I-'
(Session
registration huurs
'-
will he 8 : 3 .c.LLt.
~
L1,
1159 k7.m daily.
Augsburg students are encouragecl to use
Web r
ratio
Ion-A~~rahurg
uder
1st regis1
hnrollment Center between 8:30a.n
4:30 p.m. M - W (8:30 a.m.-7 p.1Thursdays). T h e Enrollmeiit
Located in Sverdrup Hall. V
recommencl that you sche
courses as early as possil
'
at
time
(
lnust he lmic
tion. All students
Full hv, Mav, 7 for
I and J u n e 18 for
S ~ ~ m mSeers b r u ~11.
~ Tuition must be
paid in full (see calendar), or you will
hopped from your course(s); a
cellation fee of $100 per course
will apply. Augsburg students who
have unpaid balances from previous
terms must pay these balances before
they may register for Summer
Session.
Summer Scs
Change in Registration: M a ~ i ycourses
If a discrepancy is found between this
catalog and course i~lformationfound
through AugNet, AugNet should he
c o ~ ~ s i d e r ethe
d most current, a u ~ thus,
l
correct.
Students registering for Summer
Session I must complete their
registration by June 1.
April 5
Web registration closes
April 29
June 11
Balance of tuition due
May 7
June 1
June 18
July 12
Classes begin
April 5
.ast day to:
I
Register (without late fee)
June 1
July 12
I
Register (added late fee of $75)
June 4
July 15
(no registrations will be accepted after this date)
'Drop class without notation
June 4
July 15
1
Change grading option
June 18
July 29
1
Withdraw from class
June 18
July 29
July 2
July 12
August 12
August 20
fill early and courses with low
enroll~neiitswill be ca~iceledone week
hefore the first day of the session.
Students who cancel their registration
prior to the first day of the session must
lasses end
3rades due in Registrar's Office
complete a clrop/adci form at the
chedule of refunds
Enrollmeilt Center (this milst he done
.00% of the refundable portion of tuition (less $100 administrative fee):
in person). There is a charge of $100 for
each course cancelled.
Students registering for Summer
Session I1 must complete their
registration by July 12.
Registration begins
For refund information please see
schedule of refunds o n next page.
If cancellation at the Enrollment Center is no later than
June 4 (Session I) and July 15 (Session 11)
'5% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 8 (Session I) and July 20 (Session 11)
A late fee of $75 will he assesseci for
students who register after the first day of
tlie term. N o Session I registmtious will
he accepted after June 4. N o Session 11
registrations will be accepte~lafter July 15.
iO% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 11 (Session I) and July 23 (Session 11)
map of augsburg
- .
L-
costs
y
The tuition char
- - . --.nmer
m i o n courses
4 0 0 for
nurses
$700 for half-credit courses
Audits are charged at the tuition rates
listed above.
h
W E C stude
nrolled in Summer
Session I1 may be eligible for financial
aid if their course load is at least 1.0
credit.
To apply
The only fo
financial a-id
a
Eligib~htyfor Summer
fl
Session attendees
4
Students who maintain half-time status
(as defined
the program
,.L-are enrolled) are eligiblc *- '
financial aid.
Day program
7
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
WEC program
- of financial aid available
for Summel
sion attendees are the
Federal Pel1 Grant, the Minnesota State
Grant (for students who meet eligibility
requirements), and student loans. Visit
the Enrollment Center Web site to
download an application form at
<www.augsburg.edu/enroll~. The
financial aid priority deadline for
Summer Session is May 15, 2004.
Augsburg Employee Tuition Benefit
Faculty, staff, and dependants of the
College who are eligible for the
maximum tuition benefit will receive a
60% discount o n Summer Session
tuition,
For W E C students enrolled in spring
trimester, n o aid is given for Summer
Session I as it runs concurrently with the
W E C spring trimester.
#
&
II
e l k *
COLLEGE M A P INFORMATION
1. Center for Counseling and Health
Promolion
2. Weekend Admissions
3. Air Slructure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. Easl Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center For
Worship. Drama and
Communication
9. Sverdrup Hall
10. Husby-Strommen Tennis Courts
I I.Ice Arena
12, institutional Advancement
13. Lindell Library
94 west
11
14, Maintenance and G~oundsShop
15. Mortensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. New Residence Hall
20. Old Main
21. Oscar Anderson Hall
22. Quad
23. Science Hall
24. Security Diapatch Center
25, Shipping and Receiving
26. Si Melby Hall
27, Sverdrup-Oftedal Memorial Hall
28. Urnebs Hi111
campus location
PARKING INFORMATION
A. Visitor Parking
B . Resident Parking
C, Commuter Parking
D. FacuIty/Staff/Commuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. FacultylStaff Parking
H. F;lcultylStaff Parking
I.Visitor/Admissions Visitor Parking
J. FacultyISlaff Parking
K. Commuter Parking
L V i s i t o r Parking
M. FacultylStafflCommuter Parking
N . FacullylStafflCommuter Parking
0. Fairview-Universily Parking Ramp
35W f r o m the NorthTake Wnshington Avenue exit 2nd turn left o n
Washington (turns right onto Cedar Avenue), turn left
;it
Riverside Avenue, right at 21st Avenuc South.
1.94 East f r o m MinneapolisTakc 25th Avenue exit, turn left at 25th Avelulc, turn
left at Riverside Avenue, turn left at 21st Avenue
South.
1-94 West f r o m St. PaulTakr Ri\evsirle exit, turn right at Riverside Avenue,
Atcgsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion,
nutional or ethnic origin, age, gender, sexual orientatiml, marital stattrs, stutus with regard to public arsistance, or
disability in irs ed~icationpolicies, admissions policies, scholarship and loan program, athletic and/or school
administered programs, except in tl~oseinstances where .religion is a bonu fide occupatiollal qualification. Atcgsburg
College is committed to providing ~earonublcaccommodations to its employees and its students.
turn left at 2lst Avenuc South.
35W f r o m the SouthFollow the 1-94 St. Paul signs (move to right lane after
each o f two mergers). Take 25rh Avenue exit and turn
left at Riverside Avelu~c,turn lcft at 21st Avenue
South.
most current classroom information.
A R T 102-S
ACC 221.S
1-
Tom
A
i
of desig
the visual arts
lng foundation for
e-dimensional projects
basic design elements
'
I... ,,.... ...,
de~nonstrati~i~
and principles.
Perspect
in Fine
1
Principles of Microeconomics
Principles of A c c o u n t ~ n gI
Introduction to business activities, bar
Introduction t o Public Speaking
Groven
Develop critical thinking skills by study of the
Kader
col~cepts
4
The camera will be used as a tool for visual
creativity and expression i~singblack and white
photographic processes. Students nc
35 mm, sinfile-lens ~eflexcamera '
cess to a
ed cost of
film, ctc.: $200-225.
Perspccti,,c/Skill/LAF: Acstllcticr
6-9:30 p.111.
7:
:in Fine Arts
Old M[1i114
ART 2 4 7 3
theory to market policy. May be taken
and reilltation. Course content will include how to
independently of E C O 110 or 112. E C O 112 and
8:30 a in -~IOOII
build and analyze public arguments that confront
113 may be taken in either order.
students in their everyday lives
Perspecti\,e/Skill/IAF: Speaking; I A F in Fine Arts
(Prereq : MPG2)
Perspecti\,e/Skill/LAF: Social World I or 2; I A F in
Old Main 10
1 4 3 0 p.m.
Principles
Argumentation
Groven
The course focuses o n speech preparation,
1 4 : 3 0 \J.I+
I
organization, audience analysis, style, listening
E D C 220-S
ability, and the o\,ercoming of speech fright.
Educational Technology (.5 credit)
Old Main 16
(Prereq.: SPC 111 or 112, or Jr. or Sr. standing)
BUS 4 6 5 3
International Management
This tl~ougl~t,p~ovoking
course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placed o n
adaptation of a mnlkcting mix according to the
international market in^ environment.
M,
W
6-9:30 p IIL
I
spatial envimnment. Topics cotmered will inclucle:
This course includcs Financial Stntcmcnt Analysis,
Risk and Reti~rn,Security Valuation. Capital
Old Mr~in17
M, W F
I
Okl Mail1 2 9
Meziou
01 consent
M,
W
Suerdn~p204
(Mac classroom)
EED 495-S
Gregoire
international t ~ a d e Application
.
of elenientary
eco~iomictheory to currelit economic problems.
Assessment is based on written msign~nents,a
(Prereq.: MPG 2)
Pe~specti\~e/Skill/LAF:Western Heritage; LAF in
Social and Behavioral Sciences
M, W
1 4 : 3 0 11 In.
of instructor)
Soerd~trb202
-
explore properties of and changes in matter; position,
motion and force; light, heat, electricity a n ~ magnetism;
l
and kincls of and \vays to mnsfer energy. Taking the
~'liysicalconcepts learned, students will de\elop
E C O 112 and 113 luny be taken in either order.
An int~oductionto print, broadcast and web-based
advertising and pron~otionas important elements
in moclern marketing and communications. This
course combines classroom and web-based learnilig
tools.
6-9:30 p , m
M,
i ~ i c o ~ nanalysis,
e
monetary and fiscal policy,
May be taken independently of E C O 113 or 110.
Advertising
a'tlL'-llooll
Topics: Elementary Education
Physical Science
Gilsdorf
Principles of Macroeconomics
An introduction to macroeconomics: national
MKT 357-S
(Prereil.: MKT 252
teacl~indlearningsituations. Computer training
will he included in this course.
ECO 1 1 2 3
Perspective/Skill/LAF: Acsthctics
M, W
evaluation of effective audio-visual materials for
Snldents will participate in llan~lx>n
experiments t<>
Capital
(Prcrcq.: ACC 221, ECO 112 or 113, onrl MPG 3)
communication through the use of instructional
technology. Selection, preparation, prc~duction,and
S P C 354-S
Kapoor
B'"igeting, Capita1Structule
Management.
Erickson
Psychological and philosophical dimensions of
Interpersonal Communication
Lapakko
A study of the dynamics of liu~iianinteraction
'
Financial Management
6-9:30 p m.
SverdrL4p
through verbal and non-\erbal messages; emphasis
on factors that huild relationships and help to
overcome comniunication barriers.
Sverdntl~1
6-9:30 p . 1 ~
M, W
Old Maill 13
FIN 3 3 1 3
'
Perspccti\~e/Skill/LAF: Critical Thinking
Paleczny-Zapp
he placed o n development of perceptual clrawing
skills to accurately render the l u ~ m a nform in a
6-9:30 p.ln
Old Main 10
I
6-9:30 1,111
payable on tlie first day of class for the cost of
models.
Social and Behavioral Sciences
?; Th
1 4 : 3 0 p.1~1,
1
metliods and teclu~iquesof clrawing the liu~iian
composition. NOTE: There will be a $50 fcc
Old Main 16
SPC 3 5 1 4
form through the use of live moclels. Emplusis will
gestllle, proportion, foresl~ortcning,skeletal and
musculature anatomy, shading and rendering, and
T; Th
Development of the theory of management,
organization, staffing, planning, and control. The
nature of autlio~ity,accountability, responsibility,
and analysis of the professional manager.
This coursc will introduce thc stl~dentto tlic
McCaffrey
distribution. Application of elementary econo~nic
theory and practice of argument, evidence, fallacies,
(Prcreq.: BUS 242)
Perspective/Skill/IAF: Writing
Life Drawing
Gilsdorf
An introduction to microeconomics: the theory of
the Iiousehold, firm, market structures, and income
and fi~ndamcntalsof accounting, the accounting
cycle, alld
BUS 2 4 2 3
Old Mrlill 4
E C O 113-S
SPC 1 1 1 3
AF: Aesthetics; Speaking; LAF
1 4 3 0 p.111.
A R T 1:
ffm
Olrl Mail1 13
denionstntions and lessons for K-5 classrooms.
tech1101ogy pr~ject,lessons/de~i~~nstratims,
classroom
participation and an exam.
(Prcrcil.: Students niust be Elementary Ecli~cation
Majors-this course does N O T meet the Science
Lzh graduation recll~irement)
6-9:30 ~ . m
7; Th
Science 19
A:
I 1
888
On
dl
june I to july 2
7
GS; LUU-a
I N S 255-S
Quantitative Reaso
NG 282/482-S
Statistical Literacy
Critical thinking abc
:entury B r ~ t l s nf'
gating the victc
Paideia Seminars
Schield
ttistics as evidence in
el:
~ h , , i l l ~ ~ ~ ~ d d l argi~~nents
~
in\rolving predictions and explanations.
Topics will include reading and evaluating tables,
This course studies the novel of suspense, mystery
graphs, and statistical models as well as
and terror in 19thcentury Britain, from
generalizations, traditional confidence intervals,
Frankensteill early i n the centllry to Dracula a t its
and lhypothesis tests. Empha-'c on interpretation,
end. Often challenging and sometimes sub\,ersive,
evaluation and cornmunicat
these novels drew intense public scrutiny by raising
3,
(Prereq':
issues that politer domestic fiction hardly lhinted at.
Perspecti\
II/LAF: Quan
Reaso
We will read several of the best of these thrillers,
6-9
M,
W
Old Mail1 10
investigate the culture that produced them, and
I
h
-
work to determine why they have continued to
...J
(Prereq.: ENC 111)
Perspective/Skill: Western Heritagr
122-"
Shariff
S. History
Twentieth C e n t
A survey focusing o n the nation's adjustment to
Humanities
1 4 3 0 p.m.
industrialization and urbanization, the emergence
of the U.S. as a world power, the rise of a strong
federal goverlhrnent, tlie implications of increasing
racial ant1 ethnic di\fersity, and the inipact of
E N G 361.S
Clayton
The course focuscs o n contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on non-
Perspective/Skill/LAF: Westcrn Heritage; Critical
Thinking; LAF in Humanities
Western (Asian and African) fiction.
6-9:30 p.m,
M, W
Old Main 18
(Prereq.: ENG 245 or consent of instructor)
Perspective/Skill: Intercultural Awareness 1; Writinfi
6-9:30 p.m.
?; Th
Old Main 16
lil
.
G S T 009-S
Cooperative Education
Olson
I N S 105-S
Introduction t o American
Indian Studies
Weston
Designed to introduce students to the content areas
of the American Indian Studies curriculum, this
Cooperative Education is a work experience related
to a student's nhajor/minor or career interests, but
course includes a n o\,erview of American Indian
history, federal Indian policy, land issues,
not dolie for academic credit. The goal is for
st~ldelltsto apply theory to pmctice in an approvecl
reservation and urban issues, cross-cultural
i~~fluences,
and Anierican Indian literature, art,
work setting. Students set learning goals and
music, and language.
e\faluate their learning with the director of the
Center for Service, Work, and Learning.
Perspective/Skill/LAF: Intercultural Awareness 1
6-9:30 m
M, W
Suerdn~p2 0
Satisfactory completion fi~lfill,thc Augsburg
Experience (AE)
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understa~idti~nelessideas, listen carefully,
and question thouglhtfully.
Perspective/Skill/LAF: Critical Thinking
June 2 1-25
sUerdnrp 17
:- 1 - - i
-.
MAL 5 9 9 3
Topics: Comprehensive
Examination Seminar
Pike
The purpose of this semiliar is to prepare students
for a co"prehensi\.e
as the capstone
for completion of the Master of Arts in Leadership.
As one of four completion options in the MAL
program, students will experience a n intense,
collaborative, and directed integration of their
I N S 295-S
understanding of kadership expressed through
Topics: Doing Business i n the
Czech Republic
successfi~lcompletion of the examinations. There is
Stoller
Focus of this course will be o n doing business with
a four-hour written seated examination, a take-
and in the Czech Republic. Developing capitalist
enterprise in this ex-communist world offers
scheduled meetings are adapted as required
significant challenges. This course will examine the
(Prereq.: Conselit of instructor or MAL program
director is recluired.)
7-
appeal to successi\~egenerations of readers.
Studies i n Modern Fiction
Kaufman
Students will participate in a series of seminar
discussions following the Paideia se~uinarformat as
obstacles as well as the models that are ssucceeding
as the Czech Republic makes the transition to a
free market econonhy. History and culture will be
home exam, and a n oral exam. Cale~ldarand
(contact professor or MAL office for specific dates.)
6-9:30 p.m
M,W
Old Main 11
discussed fully as a basis for the countrv's economic
model. Tlie course will be team.taug11t with a
visiting Czech professor.
6-9:30 p.m.
M, W
Old Main 25
MAT 1 7 3 3
M a t h of Interest
Kaminsky
Learn how to determine tlie monthly payments on
I N S 325-S
a housc, boat, or car Find out how much you need
Building Working Relationships
This coursc explores working relationships in a
to he socking away now to have a ~iiillionwhen you
retire. Learn how annuities, perpetuities, and life
changing world. Sclf-assessment tools and applied
insurance work, and more. Evaluation will he based
papers help participants gain a better
understanding of the role the individual plays
within the context of \vorkplace relationships.
on classroom participation, quizzes, and a filial
examination.
(Prereq.: MPG 3)
Enipliasis is placed o n interpersonal, group, and
Perspective/Skill/LAF: Quantitative Reasoning;
organizational relationships.
(Prereq.: Jr. or Sr. standing, and at least one of the
following courses: S O C 121, SWK 260, BUS 242,
BUS 252, PSY 102, PSY 105)
LAF in Natural Science and Mathematics (lion-lab)
6-9:30p,m,
M, W
Sciet~ce108
Perspective/Skill/LAF: Human Identity; Speaking
?; Th
Suerdnrl~2 0
6-9:30 p.711,
1 -
REL435-S
Vocation and the Christian Faith
iL 101,s
POL 1 6 0 3
ginning Sign Langual
3di1cti<
Mikkelson
: and tlie signs and
deaf c
~
demonstration
by~llitxof ASL. ~ ~ u u e nOt Us S C ~ ,the
of signs, practice their o n signing, and learn the
facial expressions and body language needed to
co~nniunicaterlrarlv with deaf and hard-of-hearing
people.
Perspecti\re/Skill/mb:
Lnrerrultural Awareness 2;
Modern Lnnguage Core !
64:301
dailr 23
PSY 2 6 1 3
World Politics
Personality
This course is an int
history and majc
~ o nto the clyna~nics,
dynamics, and de\,elopment of personaliry.
relations. It expl
economic develc
efforts to comba
F g l o b a l citizenship and
sace and ineouality around
14:30 p m
cast
-
'
the 'lobe'
environme
Ises
and conflic
studie
estions explored
1
3
r wat~
111
the class
we define peace! What are the
achieving a luore just and equitable
Deglnnlng Spanish I
Kinr
Aims to develop four basic skills: understanding,
oppression!
speaking, reading, and writing of elt
Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in
Spanish. Introduction to the c1llrllr+
Spanish-speaking world.
Perspective/Skill/LAF: Intercu
.-
8:30-11 a.ln.
VC: TI1
auses of conflict and
M,
W
bvareness 2;
Old Muin 2 6
SPA I l l - T
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, rmding, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
perspectivdSki[l/LAF:Interculturn[Awarelless 2;
Old Maill 26
Old Main 18
PSY 2 6 2 3
~~~k
Abnormal Psychology
treatment.
Underhill.Cady
This course critically examines the political
dyna~uicsrelating to the communities and
ecosystems of the Upper Mississippi Watershed
Issues explorctl inclucle water pollution, tlie lock
and dam system, in\,asive species and biodiversity,
water
economics development, urban sprawl, far111 policy,
and energy production. The class will look at the
challenge of balancing economic de\,elopment,
social justice, and environmental stewarclsliip in the
7; Th
Old Main 13
1 - 1
OM Main 18
Rooney
the growth of individuals and faniilics. Growth
~ 11
~
~related to~diverse populations
b
~ and groups
~ or special
k
The origin, literary character, and transmission of
StrcSScS
the biblical documents; tlie task of biblical
interpretation, and the history of Israel and tlie
(Prereq.: So., Jr., or Sr. standing or consent of
instructor)
emergence of the church. Not accepted for credit
for students who have taken REL 301 or 302.
6-9:30 p.m.
Rrspective/Skill/LAF: Christian Faith 1 or 3
1 4 : 3 0 p,m.
7; TIL
Lirtdell 16
a
f'lcuS'
PerSpecti"e/Skill/LAF: Hun'an ldentiw
7; TI1
Suerdnrp 202
6
W S T 2811481-S
REL 3 7 0 3
Topics I n Women's Studies:
Native American Women and Film
American Indian Spirituality
and Philosophical Thought
Religious beliefs, spiritllal customs, and philosophy
relationships with nature, religious oversigl~tof life
cycles, sacred ritual ceremonies, and beliefs in a n
afterlife.
(Prereq.: ENG l l 1 , J r . standing, and REL 100, REL
111, REL 221, or REL 331)
Perspective/Skill/LAF: Christian Faith 3 or
[ntercultural Awareness 1; Writing
6-9:30
7; TI1
Marubbio
This course explores Native American \rZomenin
similarities and differences are explored as arc tribal
7; TI1
S W K 260-S
H u m a n s Developing
biological a ~ i dpsychological factors that influence
along the river, some exploration of tlie river by
boat, and opportunily to Ineet with stakeholders
6-9:30 p ~n
Sverdnip 1
,..
.
growth through life and of the socio-cultural,
of North American Imlians are studied. Tribal
Perspective/Skill/LAF: Social World 1 or 2; Critical
Thinking; LAF in Social and Behaviural Science
..
Tliis course provides an understanding of h u ~ n a n
region. There will bc weekly excursions to sites
working o n \vrious river-related issues.
,
.. .
(Prereq.: PSY 102 or PSY 105)
?; TI1
2-530 p.m.
.
An introduction to psychological disorders and
Biblical Studies
POL 2 4 1 4
Environmental and
REL 331)
Perspective/SkilVlAF: Christian Faith 1, 2, 3; senior
keynote
REL 221-S
River Politics
Modern Language Core Skill 1
6 4 3 0 11 m
7; Th
Li~~dcll
16
7; TI1
Biblc and key f i ~ ~ r from
e s the Christian tradition to
help students answer these important questions.
(Prereq.: REL 100, REL 111, REL 221, REL 300, or
(Prereq.: PSY 102 or PSY 105)
8:30 a.m -noon
Social and Bcliaviora[ Scicnccs
6-9:30 p.111,
Modern Langi~ageCore Skill I
to description,
of international
J D U F ~ of peace, sustainable
include: H
y
Tix
current
scientific.based approaci,es
Tranvik
What does it mean to haven vocation! Is there a
purpose for your life! Tliis course will use film, the
Old Main 13
American fillu history as
representatiolls
in
Holly\vood cinema, as political and social forces in
indigenous fill,, mo,,en,ents, and as role lllodels
involved i n
and proliLlcingdoculnentary
films.
Perspectivc/Skill/LAF: Intercultural Awareness 1
6-9:30p.m.
'L
TI1
Liltdell 16
.-
- - -
-
- -
I
-
- -
-
- -
-
4
4'
--
session I 1 july
-
-
----
-
I
I
I
I2 ,to-august I2
I
L
I
Please refer to ht@://a~gnet.augsburg.edufor the most current classroom information.
-
A R T 107-S
Drawing
C
A R T 250-S
r
A R T 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, denionstmtions, and
critiques complete the learning experience.
Perspecti\,e/Skill/LAF: Aesthetics; LAF in Fine Arts
I
0 in
7; Th
Old Main
17
ART 2 2 5 3
I
Graphic Design I
Allen
This course is an introduction to the principles and
techniques of graphic design i~singpage layout
software. Eniphasis will be
with text and image.
II
laced o n designing
Rrspective/Skill/L4F: Aesthetics; Speaking; LAF
in Fine Arts
6-9:30 p.m.
Foss 226
This course addresses the designed e~~vironrnent,
che intentionally designed places in which nre live
We will investigate architecture, landscape
architecture, and ~ ~ r b design;
an
class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
I
h
M, W
A R T 2491349-S (with H I S 2 4 9 1 3 4 9 3 )
Designed Environment
Anderson
I
Strategic Management
An introduction to
Concepts and principles related to the management
Prereq.: none for 249; for 349: ENG I11 and an
art, history, or urban studies course
Pe~s~ective/Skill/LAF:Aesthetics or City; Writing
(ART 349 only)
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
Perspective/Skill/l
6-9:30 0 . m
4ibk
Graphi
'
._
6-9:30 p.m,
"!lc
lgn
I'
Allen
(Prereq.: ART
Gyberg
This course introduces basic chemistry concepts in
the context of numerous science-based issues in our
basic understanding of the science behind issues
present and in the future.
(Prereq.: MPG 2)
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
Perspecti\,e/Skill/LAF: Natural World 2; LAF in
Natural Science and Mathematics (non-lab)
8:30 a.m.-noon
?; Th
Scie~~ce
3 15
I
insurance, real estate, investments, retirement and
I
estate planning.
6-9:30 p,m.
Foss 220
Kader
Principles of Accounting 11
A continuation of ACC 221. Introduction to cost
accounting for manufacturing. Basic concepts and
ft~ndamentalsof managerial accounting, planning
and controlling processes, decision-making, and
behavioral considerations.
(Prereq.: ACC 221)
T; Th
Suer(lncp I
DiversityIMinnesota American Indians
Isaacson
At1 introductory course to develop understanding
This course examines human diversity and human
of basic c o m p ~ ~ t i nconcepts
g
and specific skills in
human relations and Minnesota American Indian
using ~nicroconipi~ter
software (Windows, Word,
requirenients and is an option within the licensure
program.
6-9:30 01..
using sofnvare.
(Prereq.: MPG 3)
E D C 4801580-S
Suer(1rrrp 206
I
Sverdnrp 202
suerdnLp205
Meziou
.. .
,111
'I
W
I
I
School a n d Society
Erickson
Eniphasis o n points of view about the role of
I
school in modern society, relationsliips with
I
parents and community, collaborative models,
I
leadership and professional development. Serves as
marketing. Legal, ethical, competitive, economic
final theoretical preparation for student teaching.
(Prereq.: PPST and ad~nissionto the Education
Department)
price, promotion and distribution decisions.
6-9:30 p.m.
T TI1
Sverdncp 1
I
I
Sverdnrp 1
M,
Principles of basic policy and strategy issues in
and technological factors as they affect product,
I
I
Perspective/Skill/LAF: Social World 1 or 2; Writing
8:30 a.in.-~lool~
M, W
Sverdncp 1
I
I
I
MKT 4 6 6 3
International Marketing
I
H u m a n Resource Management
J.Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; rffccti\t integration of the workcr
with the goals of the fir111 and society.
(Prercq.: BUS 242 or consent of instructor)
7; Th
I
Gresczyk
relations. It fillfills the Education Department
Excel, Access, PowerPoint, e-mail, and internet).
Emphasis o n solving business.related problems
Principles of Marketing
Meziou
This course exarnines those issues and activities
i~niq~
to~~iiarketing
e
in an international setting.
BUS 3 4 0 3
M, W
MIS 175-S
MKT 2 5 2 3
BUS 2 4 2 3
Principles of Management
I? Cerrito
Development of the theory of management,
T; Th
I
Sverdnrp 206
Principles of Computing for Business
6-9:30 p.n~,
organization, staffing, planning and control. We
will examine the nature of authority, accountability,
and responsibility: analysis of the role of the
professional manager.
M, W
E D C 2061566-S
ACC 222-S
6-9:30 p.m.
sverdncp 202
Personal Finance
LLJ,
6-9:30pnrn,
8:30 a.m.-11oon
7; Th
FIN 2 4 0 3
This co r e I an advanced study of thr. gritphic
' d ~ t y p o g r a p h yand visual imagery for print
p d u c t i o n using the computer. Studies include
identification c?f,design problems and presentation
to client.
CHM 1003
Chemistry for Changing Times
everyday lives with the goal of students having a
(Prereq.: BUS 242)
ART 330
123
1 4 : 3 0 p.nl.
M, W
This coum fulfills the Enbnging Minneapolis m l u i ~ ~ n ~ e n t . 6-930
14
:I 1.
I
J. Cerrito
Ceramics I
~ ~ l l m a n emphasis on hand1
This is a first
drawing course. Students \vork
anal and non-traditional
with a variety
,lore iinportant concepts of
drawing med
drawing Slid
lemoustrations, and
critiques complete tne learning experience.
Perspec,
'-kill/LAF: AesthfC:-- '-AF in Fine Arts
6-9:30
B U S 440.S
1:
Emphasis is placed on adaptation of a marketing
mix according to the international marketing
I
environment.
(Prereq.: MKT 252)
6-9:30 p , m
M,
W
Old Main 13
II
l5
I
i
ED
:-
488-S (.5 credit)
..
r
dent Behavior
Crea
i n the Eleme
n
Bartlett
h
This course wil exam~nethe impact of student
behavior on stu en earning and then move on to
**
explore met11
establish posi
,chniques to be used to
-t behavior in the elementary
GST 0 0 9 3
INS 2 2 5 3
Olson
work experience related
Cooperative Educa"
Cooperative Educati
or career interests, but
not done for scad
'Il address: physical space,
01 communication with
ase studies. roleparents and ridging ga . .
classroom. TI
tual
(Prereq.: Student must be an Education niaj~
Center for Service, Work, and Learning.
*factory
completion fulfills the Augsburg
Experience (AE)
A
1
.
urse must
Graduate students wanting to take th'
ucation office.
M,TVG:Th ~ v e r d n t 1p
H P E 115.5
Chemical Dependency (.5 credit)
Broek
A n analysis of chemical abuse and what can be done
for the abuser. Includes information about school
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary education
majors and includes earth science "hands-on"
health education and services.
6-9:30 P,II,
M mtly
Sverdnrp 2 0
American Indians in the Cinema
(Prereq.: O n e previous course in political dcience or
ad'"ission to the MAL program.)
Perspective/Skill/IAF: Intercultural Awareness I
ASL 102.S
Beginning Sign Language 11
6-9:30 p.m.
M, W
HIS 2 4 9 1 3 4 9 3 (with A R T 2491349-S)
Designed Environment
trilogy and The Hobbit, but also his shorter stories,
essays, poems, translations, letters, and other work.
(Prereq.: ENG 111)
Perspective/Skill/IAF: I A F in Humanities
1 4 : 3 0 p.m,
7; TI1
Kimball
This coursc addresses the designed environment, the
intentionally designed places in which we live. We
will investigate architecture, landscape architecture,
and urban design; class sessions consist almost
exclusively of walking tours and site visits to
prominent examples of design excellence.
This course will focus on J.R.R. Tolkien as an
author, scholar, and teacher. We read not only his
Suerdr~ip206
Liitdell 16
M, W
6-9F.30 P.m.
Old Main 16
Mikkelson
An i~itroductionto deaf culture and the signs and
licensure.
Harkness
Weston
Indians created by Hollywood and television.
Focusing o n fil~nsfrom the 1910s to the present, the
course provides an unclerstanding of how American
Indians were portrayed in fil~nhistorically, how this
image has evolved over the past century, and how it is
reflective of Western cultural and racial ideologies.
INS 3 4 2 3
E N G 282-S
Topics: Tolkien's Works,
Life, and Times
sensitiviv and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
River politics ~ i ~ seminar
l d
in
b,to.week intellsive field
OM Main 4
awareness, communication skills and interpersonal
10
written assignments; emphasis on applying course
~naterialto leadership situations.
inquiry based activities that model the teaching and
M, W
This course focuses on the ability to function and
lead in culturally diverse and ever-changing contexts
I N S 264-S
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
5:30-9 p.m.
OM Main
M, W
M A L 5 6 0 (with P O L 4 2 1 4 )
Developing a Multicultural Perspective: Race
and Ethnicity in the United States
Aoki
within the United States. Impro\red intercultural
This course surveys various images of American
D
1
see Terry Cook in the Continuing
(This class will nrn front July 12-2
This course covers the ideological foundations of
Islam, its basic concepts and tenets, Islamic law
(Sliariah), Islamic economic and ~oliticalsystems,
6-9:30 p , m
classrooni teacher.)
1-3:30 p.m.
Kader
and Islamic patterns of life,
Perspective/Skill/LAF: Interculti~ralAwareness 1
the importance of horn -s
playing, o e ing and st
clasa oom visits will be used.
Introduction to Islam
(Prereq.: none for 249; for 349: ENG 111 and an
art, history, or urban studies course)
Pers~ective/Skill/MF: Ciry or Aestlietics; Writing
349
' 4 : 3 0 P,m,
M, W
Sciolce 123
This course fulfilb the Engaging Minnwpl'is requirement
underhill.cady
studellts
syntax of ASL. Students observe the demonstration
of sig~is,practice their own signing, a n ~ learn
l
the
f ~ i aexpressions
l
and body langllage needed to
clearly with deaf and hard-of.hearing
~ com~nunicate
~ i
people.
elements of the politics, ecology, history, and
Perspective/Skill/LAF: Intercultural Awareness 3;
policies relating to tlie river. S t u d e ~ ~will
t s meet with
Modern La~lgi~age
Core Skill 2
people involved wit11 issues such as farm policy,
travel by boat down tile ~
i
~
~riveri exploring
~ ~ i
conservation, reducing water pollution, the lock and
dam system, flood control, and endangered species.
Students engage in individualized research projects
gathering data over the course of the trip and
presenting results in a public forum at the end of
the trip. Students must be comfortable with
camping, exercise, and outdoor travel. A final
paper is due a t
end of tl,e
tern,.
Note: In addition to regular summer tuition, there is
a $400 fee to cover tlie expenses of the trip down
the river, which includes campilia equipment, food,
and boat rental.
Class begins on 7/12, with the field portion ntnning
front Wed., 7114-Fri., 7/30.
Suerdrup 202
6-8:30p,in.
TWTh
Suerdntp 2 0
SPA 112.S
Beginning Spanish I1
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Sp.lnisll, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill/LAF:
[ntercultural Awareness 3;
Modern Language Core Skill 2
830-1 1:00 a.m.
7; VI! Th
Old Main 18
-
summer session
application form
@
Kingsley
Christian Vocat
speaking wor
Perspective/S
Modern L a n ~
-e
Brandt H a l e
This introductory course will explore some of the
ntercultural
2
A~~~~~~~~3 ;
old ~ ~ 26
i , ,
6 4 3 0 p.m.
biblical and theological resources that the Christian
- .
tradition, s e e n h r o u g h the lens ~ f ~ v o c a t ~brings
on,
to the seerci ~ r ~ r n e a n i n Not
g . nc=.for
credit
!
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar~ then click on
"Download Registrar Forms."
for students,wh5 have taken REL 300.
8:30 a.m.-noon.
M, W
Old Main 16
P O L 421 (with M A L 560-S)
Developing a Multicultural Perspective: Race
a n d Ethnicity i n the United StateAoki
[
SWK699.S
This course focuses o n the ability t<
:tion and
Assessment a n d Vla6
lend in culturally diverse and ever-c%ing
the united states. ~
~
contexts
~
awareness, comnlunication &ills c d interpersonal
sensitivie and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
, in
Mental
Boisen
and $diagnosis ~of
~ This course
~ examines
~ assessment
~
mental health in individuals. Emphasis is placed on
understanding mental health disorders from a
Systems and ecological perspective as well as
written assignments; emphasis o n applying course
understanding bio/psycho/social
incidence and course.
material to leadership situations.
6-9:30 0,m.
(Prereq.: O n e previous course in Political Science or
admission to the MAL program.)
6-9:30 p.m.
M, W
Old Mait1 16
M, W
influences o n
Science 123
~
~
~
~
~
l
~
~
~
~
l
Show less
summer session info
augsburg in the summer
A~~gsburg
College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
summer session I
May 31 to July 1
-_-
summer ~... Show more
summer session info
augsburg in the summer
A~~gsburg
College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
summer session I
May 31 to July 1
-_-
summer ~ = s i 11n
July 11 to August 11
summer online
(WE
Course loads in Summer Session:
I
Students may take up to two courses in
each session. However, the total credit
load for W E C students between spring
W E C and Suinmer Session I cannot
exceed 2.0 credits. W E C students
desiring to overlap more than 2.0 credits
between the two terms must petition the
Student Standing Committee prior to
registration. Total credit load between
Summer Session I1 and Summer Online
cannot exceed 2.0 credits. Unless
otherwise indicated, all courses carry a
value of 1 course credit. One Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
Augsburg general education:
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Commission.* The small college
environment, about 3,000 students during the academic year, is enriched by the
many opportunities found in this vibrant lnetropolitan area. Augsburg's setting allows
students to participate in a host of cultural and recreational activities.
Courses f~~lfilling
Augsburg's Liberal
Arts Perspectives, Core Curricul~un,
and Graduation Skills requirements are
so noted along with the description of
the course.
Course levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
* The Higher L c a n l i r ~Cotnmissiotl
~
of the Nortll Cct~lralAssociatior~of Colle~esand Schools, Cormnissiorl on
Irlstitlrtiotls of Higher Ed~rcntior~,
3 12-263-0456. Web site <twtuw.t~cnciheu r g s
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefi~llyplanned work-based learning
experiences, supervised and evaluated by
a faculty member. Consult the Center
for Service, Work, and Learning, 612330-1148, for more information.
Employer reimbursement: Students
who qualify for reimbursement from
their employers may use their
reimbursement to pay for S ~ ~ r n ~ n e r
Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.a~~gsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term,
are eligible to attend Augsburg's
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dismissed by that institution.
Students accepted for Summer Session
are not automatically granted admission
as regular s t ~ ~ d e nof
t s A ~ ~ g s b u College.
rg
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
All stitdents may hegin to rrl,..--.
-
Apnl~4k
Web registration will remain open
until May 5 (Session I) and June 10
(Session 11). Web registration Ihuurs
8:3C
1.-11:59 p.m. daily.
:studcnrs will he hilleci through
Summer Session courses
Augsburg stude
re cncouragecl to use
Web registr
,)n-Augshurg
students must reglsrer in person at the
E~lrollrnentCenter liefiveen 8:30
a.m.-4:30 p.m
Thursdays). T h e
:30 a.m,-7
Center is
CIII
located in Sverdrup Hall. W e
r e c o m ~ n e ~ lthat
d you schedule
I
50 percent
c
ition
If a discrepancy is found bet\
on founci
through AugNet, AugNet s h o ~ ~ he
ld
considered the most current xnci, thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 31. Signature of
the instructor is needed to add a class
after the first day of class.
online
April 4
April 4
April 5
May 5
June 10
June 10
Summer Session 1 a n d June 17 tor
Balance of tuition due
May 6
June 17
June 3
hition must be
paid in full (
endar), or you will
your course(s); a
be dropped f
cancellation
of $100 per course
will apply. Augsourg students who
have unpaid balances from previous
terms must pay these balances before
they may register for Summer Session.
Classes begin
May 31
July 11
June 27
May 31
July 11
June 27
July 14
July 1
Change in Registration: Many courses
*Drop class without notation
reg
stud'
summer
sess
Last day to:
Register (without late fee)
Register (added late fee of $75) June 3
(signature of instructor needed; no
registrations will be accepted afier this date)
June 3
July 14
July 1
fill early and courses with low
Change grading option
June 17
July 28
August 5
enn)llments will he cancelleel o n e week
Withdraw from class
June 17
July 28
August 5
I
before the first day of the session.
Students who decide to cancel their
Classes end
registration prior to the first day of the
Grades due in Registrar's Office July 11
July 1
August 11
September 2
August 19
September 9
session must complete a drop/adci form
at the Enrollnlent Center (this nlust be
done in person). There is a charge of
$100 for each course cancelled.
For refund information please sce
A late fee of
next page.
$75 will he assessed for
students who register after the first day
of the term. N o Session I registrations
will he accepted after June 3. N o
Students registering for Summer
Online must complete their
registration by June 27.
II
Registration begins
Of
Schedule of Refunds o n the
Students registering for Summer
Session I1 must complete their
registration by July 11. Signature of
the instructor is needed to add a class
after the first day of class.
summer 2005
Web registration closes
at the tillle
~OLII-
courses as early as possible.
catalog and coursc infor
ents
1
Session 11 registrations will he accepted
after July 14. N o Sulnnler Online
registrations will he accepted after July 1.
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is n o later than June 3
(Session I), July 14 (Session II), and July 1 (Summer Online)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than June 7
(Session I), July 19 (Session II), and July 11 (Summer Online)
50% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than June 10
(Session I), July 22 (Session II), and July 22 (Summer Online
I
map of augsburg
-
The tuition charge f '005 aummer
Session courses is:
$1,470 for full-c2dit coun
' 15 for halfcredit courses
A
..Rlits are charged at the tuition rates
,,.
,,..,~d, and Rochester students
olled in Summer Session I1 or
Summe
nay be eligible for
financial aid if tl
least 1.0 credit.
listed above.
To apply
financial aid
Eligibility for S u ~ m e Session
r
attendees
The only forms I Financial aid available
;Ion attendees are the
for Sum --nt, the Minnesota State
era1
:or students who meet eligibility
nents) and student loans. Visit
,.he Enrollment Center Web site to
download an application form at
<www.augsburg.edu/enroll>. T h e
financial aid priority deadline for
Summer Session is May 15, 2005.
O
.,.,.
financial aid.
Day program
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
WEC, United, and Rochester
programs
Augsburg Employee Tuition Benefit
Faculty, staff, and dependents of the
College who are eligible for the
maximum tuition benefit will receive a
60 percent discount on Summer Session
tuition.
For WEC students enrolled in spring
trimester, no aid is given for Summer
Session I as it runs concurrently with the
WEC spring trimester.
+lnlerslate84 West II
11
COLLEGE MAP INFORMATION
1. Center for Counseling and Heal01
Promotion
2. Weekend Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Struclure
5 Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck. Miles. Center for
Wonhip, Drama and
Communication
9. Sverdrup Hall
10. Husby-Strommen Tennis Courts
I I Ice Arena
12. Public Relations and
Communicalion
Inlaaal~$
W bet
13. Lindell Libraly
14. Maintenance and Grounds Shop
15 Mortensen Hall
16 Mulphy Place
17. Murphy P a ~ k
18. Music Hall
19. New Residence Hall
20. Old Main
21. Oscar Anderson Hall
22 Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Si Melby Hall
27 Sverdrup-Oftedal Memorial Hall
28. Urness Hall
campus location
+
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C Commuter Parking
D. FacultylStafflCommuterResident
Parking
E. Resident Parking
F. Resident Parking
G FacultylStaff Parking
H Faculty/StaffParking
I. VisitorIAdmissions Visitor Parking
I. FacultyIStaff Parking
K. Commuter Parking
L. Visitor Parking
M Faculty/Staff/Comniuter Parking
N. FacultylSlafflCommuter Parking
0 . Fairview-Vnivenity Parking Ramp
3 5 W from t h e NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at Zlst Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
Augsburg College, a s affirmed in its mission, does not discriminate on the basis of race, color, creed, religion,
national or ethnic origin, age, gender, sexual orientntim~,marital s t a t u , status with regard lo public assistance, o r
disability in its education policies, admissions policies, scholarship a n d loan program, athletic andlor school
administered programs, except in those instances where religion is a bona fide occtipational qualification. Augsburg
College is committed to prowidii~greasonable accommodations to its employees a n d its students.
1-94 West f r o m St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
35W f r o m t h e South-
1
Follow the 1-94 St. Paul signs (move to right lane after
each of two niergen) Take 25th Avenue exit and turn
left at Riverside Aveni~e,turn left at 21st Avenue
South.
session I may 31 to july
I
Rooms listed for each course below are subject to change since the printing of this
catalog. Please refer to AugNet Records and Registration for the latest information on
room assignment for a particular
f
FIN 2 4 0 3
the approacl~usell by
Pcrsonal Finance
exams, quizzes, 1
Introiiuction to perso~ialfinancial planning and
budgeting, credit nianagement, income taxes,
i ~ i s i ~ r a ~ ireal
c e , estate, invrstments, retirement, and
estate planning.
ler and analyze data and propose
and test hypotheses. Evaluation will be baser1 o n
A R T 102.S
Tom
A study of design as the unifying foundation for
IPS,and othc
assig~umenrs.I n c ~ ~ ~ u e s re as \\,ell 3s laboratory
activities. This course
s twice weekly from May
the visual arts. T w e and three~dimens~onaI
projects
demonstratinl
the basic design elements
31 to August 11 (frc
and principles
I
the start of Session 1 to the
Rrspective/Skill/L
,esthetics Perspective;
encl of Session 11)
(Prereq.: MPG i
Speaking Skill;
ine Arts
Perspecti\,e/Skil
:
Critical Thinkir
II; LAF in Natural Science 2nd
Old Mnirr
4
(hereq.: MPC 2)
scientists t
Kapoor
M, \V
6-9:30 11.1n.
7
leliiat
urn Main 18
Kapoor
This course i ~ ~ c l u d financial
es
statement analysis,
risk and retllrn, security valuation, capital
budgeting, capital structure, and working capital
llianngement.
(Prerecl.: ECO 112 or 113, ACC 221, and MPG 3)
Tlie camera will be useil as a tool for visual
creativity and expressio~iusing black and white
6-9:30 p , n ~ .
photographic processes. Students need access to a
35 m m , single-lens reflex camera. I
Principles of A
ecl cost of
film, etc.: $200-225
Pcrsl-rect~\,c/Skill/LAF: Aesthetics Perspective; LAF
in Fine Arts
6-9:30
11 111
T; TI1
Old Main
4
Kader
Introduction to business activities, basic concepts
and fi~ndarnentalsof accounting, the accounti~ig
cycle, ancl prep.1ration of financial statements.
3
I
-
~
o
o
M, W
Oltl MLlin 10
BUS 2 4 2 4
A R T 247-S
Life Drawing
McCaffrey
Principles of Management
Palecmy-Zapp
metlioils and techniqnes of drawing the human for111
through the use of live ~nodels.Emphasis will he
Development of the tl~eoryof Inaliagemcnt,
organization, staffing, planning, and control Tlie
~iatureof authority, acco~~ntahility,
~esponsibility,
and analysis of tlie pmfessional manager
placed o n ~le\elopmentof pelceptual cimwing skills
1 - 4 3 0 p,in,
This course will introduce t l ~ estudent to the
to accumtely rc~iderthe hi~manfnrni in a spatial
environ~nent.Topics covcrcd will include: gesture,
prnpurtion, foresl~ortening,skeletal .ind ~u~~sculature
anatomy, sha~lingand renclering, and composition
NOTE: There will be a $50 fee payable un thc first
clay of class for the cost of models.
PerspectivJSkill/LAF:
Aesthetics Perspective
6-9:30 p.111
M, W
Old Mr1i11 17
B I O 102-S
T h e Biological World
Hoogendoorn
This is an introcluction tu bioluu for ~non.bioIogy
7; TI1
Old Main 16
MKT 3 5 4 3
I
M, W
Old Main 16
B U S 465-S
International Management
Paleczny-Zapp
This thought-pr~>\okingcourse cxaniines those
issues ancl activities unique to marketing in an
lnterlintional setting Col~rsefocuses on how
l u ~ m a n~esourccsare a<lministereil in other
countries and how cultural factors influence
heliavior in the n.orkplace and negotiations. It will
also ;rnnlyze interpersonal skills n w ~ l e dt < manage
~
across national bonlcrs and negotiate internatiunal
deals. We will analyze several real-life case s t ~ ~ d i etos
lear~ithe strategies, structures, and practices of
modem co~porationsin the world tvday.
majors. Basic concepts of bioloby pel raining to
(Prereq.: BUS 242)
Perspective/Skill/LAF: Writi~ig
both plants .lnd ani~nalsare co\.ered, as well as the
6-9:30 p ln
MI W
Old Milin 16
8:30 a.m.-noon
7; Th
Scie~~ce
123
COM Ill-S
Financial Management
Photog+,,
A C C 221-S
Perspective; LAF in Natural Science and
Matheniatics (non-lab)
Old Main 13
F I N 331-S
Natural World 1 or 2;
Perspecti\ze/Skill/LAF: Natural World 2
Introduction to Public Speaking
Groven
The course focuses on speech preparation,
organization, audience analysis, style, listening
ability, and the o\~ercorningof speech frigl~t.
Perspective/Skill/LAF: Speaking Skill; LAF in
Humanities; Engaging Minneapolis
7; TI1
1 4 : 3 0 11.1n.
Old Mnin 13
COM 3 5 1 3
J.Cerrito
Sales Management
Fornullation, implementation, evaluation, and
control of sales force programs designed to carry
out marketing objectives. Management of sales
force recrnitmelu, dcpartmenral structure, training,
no ti vat ion, territory allocation, quotas, and
compensation.
(Prereq.: MKT 252 or consent of instructc,~.)
T; TI1
6-9:30 [~.,n.
Suerd11a11202
Argumentation
Dewlops critical
theory and practice of argument, evidence, fallacies,
and refi~tation.Includes how to build and analyze
public arguments that confront btude~irsin their
ej~eryilnylives.
(Prereq.: SPC I l l or 112, o r J r , or Sr. standing)
Perspective/Skill/LAF: Critical Thinking Skill
6-9:30 p.ln
MKT 4 6 6 3
International Marketing
Meziou
Groven
think in^ skills by stucly of the
7; TI1
Old Main 13
C O M 354-S
Interpersonal Communication
Lapakko
This course examines those issues and activities
unique~tomarketing in an international setting.
Emphasis IS placed on adaptation of a marketing
~ u i xaccording to the international marketing
environment.
on factors that build relationships ancl help to
o\,ercome communication barriel-s.
(Prereq.: MKT 252)
6-9:30 p,ln.
6-9:30 ~ t n .
M, W
A studv of the dvnarnics of human interaction
thnlugli verbal and non.verbal nlessages; emphasis
M, W
Suer[lr~ip206
Suerdlul~I
I-hl-YI
I
E C O 112.S
C H M 100-S
Principles of Macroeconomics
Chemistry for Changing
. - Times
This course introduces basic clIemistry
the context
Gvbere
.
concepts in
nuluerous sciel,ce.l,asecl issues
i n our
Gilsdorf
An introduction to macroecononiics: national
i~lco~ile
analysis, ~nonetaryand fiscal policy,
i ~ i t c r m i o ~ i trade
al
Al,plication of elementary
everyday livcs with the goal of students having a
econ0111ictheory to current economic problems.
baaic niler erst an ding of thc science hehind iszues
present and in the fi~ture.
May be taken independently of E C O 113 or 110.
ECO 112 a111 113 nay be take11 in either order.
4
sess~onI
\.
may 31 to july I
(Prereq.: M P G 2)
PerspcrL:-- 'Skill/LAF:
Rrspec
LAF in Soc
laviornl Sciences
Old
pm
ENG 225-S
ECO 1133
Principles of M~rroecc..omics
A n introduc
~
~
l
o niicroecono~nics:the theory of
the Ihousehold, firm, market structures, a n d income
distribution. Application of ele~uentaryeconomic
This coulse buiIdS o
plact~cesand methods of
Effective
d ~ ~Writing
f
(El
11) Its w o ksliop
~
format
stresses style a n d organizarion, the process of
relationsl~ipbetween readine a1
'
I
EDC 2 2 0 3
Educational Technology (.5 crcdit)
Erickson
Psychological a111 pl~ilosopliicaldiniensions of
comniunication through the use of instructional
t e c l ~ n o l o S~ e. l e c t i o ~preparation,
~,
pr<,duction, and
e\raluation of eftecti\.e audio-visual niaterials for
tcacliindlearning situations. C o m p u t e r training
will be included in this course.
(This class runs from J u n e &July I)
M, W
Suer'ltllp 205
Center for Service, Work, and Learning.
PerspectivJSkill/LAF:
Satisfactory completion fillfills tlie AugsburE
Experience (AE).
Western Heritage
Perspective
M, W
6-9:30 p . m
O l d Main 18
Y
Schield
Critical thinking about statistics as evidence in
,
I
( P r e ~ e q .o: n e course in history, o r permission of
insrructor)
Q u a n t i t a t i v e Reasoning/
Statistical Literacy
....,., ...,
[
work setting. Students set learning goals and
evaluate t l ~ e i rlearning with the director of the
GST2003
ring.
4-7
01
over the last nvo centi~rieswill be ~ i v e nspecial
attention.
uevision, self and peer evaluation, a n d the
Per"ectiw
Petspect~ve;LAF in Social and Behavioral Scic..--.,
1 4 3 0 11 tn
)Id M(lirl l o
7; Th
9-1 1:30 n.111.
Wr*
ia;nson
(Prereq.:
theory t o ~iiarketpolicy. May he taken
independently of E C O 110 o r 112. E C O 112 a n d
113 nay be taken in either
(Prereq.: MPG2)
Perspective/Skill/LAF: ,,,.,.
~
7.
I n t e r m e d i a t e 61
not d o n e for academic credit. T h e Koal is fur
students ro apply theory to practice in an approved
Topics: Sports a n d Literature
Irvine
INS 105.S
arguments in\.olving predictions ancl explanations.
Introduction to American
I n d i a n Studies
Topics will include reading and eaalunting tables,
This course is i~ltelideclto introduce students to
graphs, and statistical models as \yell as
generalizations, traclitional confidence inter\,als,
American Indian studies Concepts a n d topics to
be covered include, among ochers, history,
Weston
This course is designed to i~nrestigacea n d a n a l y x
ancl Ihypotliesis tests. Emplusis on interpretation,
language, culture, literature, policy, images,
themes, issues, topics, and contro\,ersies related
evaluation, and communication.
(Prereq.: M P G 3)
contemporary issues, and the arts. Minnesota
Indians will be emphasized where appropriate.
p e r s p e c t i v e / ~ k i l l / u ~ :~
~A~~~~~~~~1~
perspective
directly and i~idirectlyto and through sports a n d
s p o ~ t sl i t e ~ a t ~ ~Itr examines
e
the intersection of
sport a n d society and considers what sport means
Perspective/Skill/LAF:
Q ~ ~ a n t i t a t i \Reasoning
,e
Skill
6-9:30 p.111
M, W
Old Mail1 10
and how it functions as symbol, myth, a n d
6-9:30 fi m.
metapluor. T o achieve these ends, s t ~ ~ d e nwill
ts
....
..
7; Th
S u e r d n r ~1
analyze texts a n d timely issues pertinent to sport
and soclety in a variety of ways, including through
HPE 1 1 5 - S
Paideia S e m i n a r s
lite~aly analysis, j o u r ~ ~ a l i n gand
, spr~rts-related,
C h e m i c a l D e p e n d e n c y (.5 credit)
Students will participate in a series of seminar
Minneapolis-based experiences.
Perspecti\.c/Skill/LAF:
Huma~iities
Writing Skill; LAF in
8:30 a.tn -tnnu~
M, W
INS 2 5 5 4
Uzarek
A n analysis of chemical abuse a n d what can be
d o n e for the abuser. Includes informaticln about
school health educatio~iand services.
Old Main 13
6-9:30 p m.
~
M only
Scicnce 123
Kaufman
discussions following the P21ideia seminar format as
clevelopeil by Mortinier Adler. Seminar topics
emphasize selections that help students to think
critically, ~ ~ n c l e r s t a ntimeless
~l
ideas, listen carefi~lly,
and question thoughtfully. This course is ideal for
E E D 495-S
ENG 3 6 1 3
Topics: Elementary E d u c a t i o n
Physical S c i e n c e
Studies i n M o d e r n Fiction
Clayton
T h e course fc~cuseso n contenporary 20th centul y
prose I V ~ ks.
I
It includes N a t ~ v eAmerican a n d
European writers, with an emplhasis o n nonWestern (Asian a n d African) fiction
Gregoire
S t t ~ ~ l ewill
~ i sparticipate in hands-on experiments to
explore plopel ties of and changes in maKer; position,
motion and force; light, lieat, clectricitl: a n ~ l
magnetism; ant1 kinds of ant1 ways to transfer e n e r ~ y
Taking the [~liysicalconcepa learne~l,stuiiena will
develop dernonsttatk,ns and lessons ior K-5 classr<x,~ns.
Assessment is based o n wwitten assignments, a
technology pmject, les~>ns/dem~~nstr~~tions,
clasroo~n
pnrticipatk)n, and nn enalii.
(Prereq.: Snldents ~iiustbe Elementary Education
M a j o ~ ~ t l icourse
is
does NOT Ineet the Sciencc Lah
p d u a t i o n require~nent)
6-9:30 p III
7; Th
scierlce
(Prereq.: E N G 245 o r consent of instructor)
Perspecti\.e/Skill: Intercultural A\vareness 1
Perspecti\.e; Writing
6-9:30 P.111.
7; T h
0111 Moil1 10
GST 0 0 9 3
Cooperative E d u c a t i o n
Olson
Cooperative E~lucationis a work experience related
to a student's major/minnr o r carccr inrel-ests, but
education, sc~cialscience, and language arts majors.
I
This course will be held M-F, 8:30 a.m.-4 p.m.
.
+,
HIS 3 4 5 3
Perspecti\re/Skill/LAF:
M o d e r n Britain a n d I r e l a n d
deVries
. f u ~ 20-24
~e
Critical Thinking Skill
Old Main 25 B breoko~atroonls
Hoping t o tra\,el to Britain a n d Ireland some day?
lnteresced in the l i t e r a t ~ ~ rtheatre,
e,
polit~cs,and
INS 3 2 5 - S
culture of this region? 1f yo11 can't fit a trip t o
Britain a n d Ireland into your schedule, take this
Building W o r k i n g Relationships
Hanson
This course explores working relationships in a
course i n s t e a j ,
u s i n g a n interdisciplinary approacl,
clialhgin~world. Self-assessment tools a n d applied
(sources will include literature, filni, nus sic, theatre,
a n d art), wve will explore Britain's de\,elopment
pVers
participalhts gailh a better
~ ~ n d e r s t n n d i nofg the role the individual plays
since the 18th century into o n e of tlie world's
within t h c context of workplace relationships.
leading cultural, economic, and colonial powvers
Britain's tempestuous rrliitionship with lrelancl
Emphasis is placed o n interpersonal, group, a n d
organizational relationships.
(P~e~ecl.:]r.
o r Sr. standing, a n d at least o n e of tlie
I may 31 to july I
session
1
following courses: S O C 121, SWK 260,
BUS 252, PSY lo?
Perspecti\~e/Skill/l
Spanish. Introduction to the culturc of the
F
nCv In'\
In Identity Perspective;
Spanish-speaking w o ~
Id.
Perspective/Skill/LAF: Intercultu~alAwareness 2
MAT 103-S
Perspecti\re; Modern Language 1
6-8:30 p,t11.
7; \ T I
introcluction t o .
Theories of Lead
Link
experienced leaders for
b
t
<
.,.
contemporary rl~eoriesand applications
leadership. Guest speakers participate in sharing
their experience in both private ancl public
workplaces and the class ~~tilizes
a case study
P O L 160-S
~ ~ n d h ~ c r etoward
~lit
World Politics
rac uation Skill colnponent except
P (pass) in this course advances you
rp
h students. This
course is a capstone offerlng a selection
that
to Math ~ r c e m e n Group
t
2. Grading will be based
o n quizzes and exams.
rereq.: MPG
6-9:30 b.1
approach to Icarning. Course connects with the
MAL Leadership De\,elopment Model through its
direct empl~asison leadership, change, ethics,
communication, and creativity. Emphasis is placed
on critical thinking, discussion, presentzrtion, and
Abnormal Psychology
Old Mrrirl 25
ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to deaf culture and the signs and
syntax of ASL. Students observe the demonstration
8:30 u . i ~ ~ . - ~ ~ o o n
Tliis course is an introductio~~
to the dynamics,
history, and ~uajortheorles of international
relations. It explores issues uf peace, sustainable
economic cle\~clopment,global citizenship, and
efforts to combat inlustice and inequalily around
thc globe. This class uses internat~onal
~
over water as
environmental issues ~ I I Lco~lflicts
case studies. Qucst~onsexplored in tlie class
i ~ ~ c l u dWhat
e:
are the obstacles to achieving a luore
just and equitable world! When is the use of force
justified? What are the implications uf
globalization, through which we are beco~liillgmore
and more connected!
Perspective/Skill/LAF: Social World 1 or 2
Perspective; LAF in Social ancl Behavioral Scicnces
Plan B. Reqi~iredparticipation at all face-to-face
fiici.il expressions and body language ~ ~ e e dto
e~l
6-9:30 p.111,
meetings and regular posrings online
com~lii~~iicate
clearly with deaf and hard-f-hearing
(Prereq.: Minimum of 6 MAL courses)
people.
Perspecti\,e/Skill/LAF: Intercultural A\\nreness 2
Class meets: Thurs., 6/2, 6-10 p.ln.; Fri., 6/17, 2-8
p.m.; Sat., 6/18, 8 a.m.-noon, 2-5p.rn.;Tliurs.,
6/23, 6-10 p.m. There will also be nvo virtual
classrooms plus regi~larposting online
Perspective; Modern Language 1
6-8:30 p 111
7; X
!! TI1
Scie~lce2 I2
S P A 1 11-S
Old Main 10
Beginning Spanish I
Kingsley
Ai~listo develop four basic skills: understanding,
MAL 5 8 9 3
speaking, reading, and writing of elementary
Topics: Comprehensive
Spanish. Introduct~onto the culture of the
Spanish-speaking world.
Examination Seminar
Pike
This course is a completion optio~ifor the Master
of Arts in Leadership Students prepare fur the
exam series-oral, written, and take-lioni-througll
discussion, reailings, and critical analysis in the
senunar.
(Prereq.: Must be final course taken in MAL
CLI~~~CII~IIIII)
6-9:30 p.111
M, W
Soelice 108
PerspectivJSkill/LAF:
Intercultural Awareness 2
Perspcctiw; Moder~iLanguage 1
7; VC: TI1
8:30-1 1 ( I n~
SPA I l l - T
Beginning Spanish I
Old Maill 18
Kingsley
Aims to develop fuur basic sk~lls:understanding,
speaking, reading, and writing of ele~uentary
?; Th
Old Main 16
Underhill-Cady
of signs, practice their own signing, and learn the
analysis. Successfi~lcompletio~iof this course
fillfills one of the major paper recluirements for
Jack
An introduction to psychological disorders and
treiit~~~mt.
(Prerecl.: PSY 102 or PSY 105)
. pplications to everyday
is not approved for a
This will include a
PSY 2 6 2 3
M,
W
Sver(lr11~
20
REL 3 7 0 3
American Indian Spirituality
a n d Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North American Indians are studied. Tribal
similarities a n 1 differences are exl~lorecl,as lire
tribal relationsl~ipswith nature, religious oversight
of life cycles, sacred r ~ t u a ceremonies,
l
and beliefs
in a n afterlife.
(Prereq.: ENG l l l , ] r , sta~tding,and one of the
following: REL 111, REL 221, REL 331, REL 100,
or REL 300
Perspecti\.e/Skill/LAF: Christian Faith 3 or
Interculti~ralAivareness 1 Perspective; Writing Skill
6-9:30
7; Th
Lil~dell16
POL 2 4 1 3
Environmental and
River Politics
Underhill-Cady
This course critically examines the political
dynaniics relaring ro the co~nniunitiesand
ecosyste~usof tlie Upper Mississippi Watershed.
Issues explorer1 includc water pollution, the lock
a ~ t ddam system, imasive species and biotli\,eraily,
regiolial water supply, flood control, waterfront
economics de\,elopment, urban sprawl, farm policy,
and energy pn~duction.The class will look at the
challenge of balancing economic development,
social jusrice, and environmental stcwarilship in the
region. There will be areekly excursions to sites
along the river, solme exploration of the river by
boat, and opportunity to lnieet with stakehoWers
working on various river-related issnes.
Perspective/Skill/LAF: Social Worlcl 1 or 2
Perspective; Critical Thinking Skill; LAF in Social
and Rchavioral Scielice
6-9:30 p.ln
T; TI1
Scie~~ce
205
SWK 6 9 9 3
Assess~nentand Diagnosis i n
Mental Health Practice
BoisenISyers
This is a n elective course that explores
psycliopathology and the role of social workers in
assessluent and diagnosis of ~iicntalhealth in a
\,ariety of service settings The didgnostic manual is
used as a n organizing frame\\.ork for revlewilig
major mental disorders. This course is a
prereq~~isite
for SWK 627 Family Practice Elective:
Mental Health Practice Course offered in the
Spring Trimester of t l ~ eMSW P r o g r ~ ~ i i .
6-9:30 p.rn.
7; TI1
Old Main I 1
1
:
session I 1
-
july II to august II
Rooms listed for each course below are subject to change since the printing of this
catalog. Please refer to AugNet Records and Registration for the latest information on
room assignment for a particular class.
r
A R T 1C
Drawing
6-9:30
:iII/LAF:
L
p
4
.. .
Ceramics I
Bollman
This is a first-l
~gco~lrse.Students work
with a \,aricty
ial and non-traditional
drawing mecl~:
explore important concepts of
drawing. Slrde
res, demonstrations, ancl
: experience.
critiques co~npletethe lea
Persprrri
in Fi
-1
A R T 2io\
ire
Tom
An introduction tcl':
ang of pottery with a11
emphasis on handhuilding dnd glazing.
Perspectrve/Skill/l AF. Aectlietics Perspective; LAF
in Fine Arts
6-9:30 ~ . I I I
''Mfl"'
h
P,,rspective; LAF
study of the graphic
design of typography and visual imagery for print
1 M'zi
Painting I
In this first level paintin!: course, SI
learn
important concepts of painting Mo:
~ s tume
s
is
spent painting. Slide lectures, ?-.---.~a~r.ttions,and
critiques co~ilpletethe learning experience.
Perspective/Skill/LAF: Aesthetics Perspective; LAF
in Fine Arts
1) 111.
7; Th
Old
l7
ART 2 2 5 3
Graphic Design I
Staff
hi^ course is an intmduction to
principles and
techniques uf graph~cdesign using page layol~t
sofnvare. Emphasis will be placed o n designing
with text and image.
Perspective/Skill/LAF: Aesthetics Rtspective;
Speaking Skill; LAF in Fine Arts
6-9:30 p in
M, W
Fuss 2213
A R T 2 4 9 1 3 4 9 3 (with H I S 24913493)
Designed Environment
Anderson
This course acld~esscstlie designed envin)n~uent,
the intentionally designed places in which 1r.e live.
We will investigate architectl~rc,landscape
architect~~re,
urban d c s i g ~and
~ , urban history; class
scssions consist almost exclusi\rely of \valking tuurs
and site visits to plomlnent exa~nplesof clesijin
excellence.
(Prereq.: none for 249; for 349: ENG 111 and an
art, history, or urban s t d i e s course)
Perspective/Skill/LAF: Aestl~eticsor City
Perspective; Writing Skill (ART 349 only)
1 4 3 0 \],in
Cerrito
Concepts anJ principles related to the management
of operatilip functions taught from a liianagerial
viewpoint with examples from varir~usindustries
and sectors.
(Prereq.: BUS 242 or consent of instructor)
M,
W
M ,W
o l d M~~~~18
6-9:30 p.ln.
M,
W
Foss 22B
Perspective/Skill/LAF: N a t ~ ~ rWorld
al
2 Perspective;
I
LAF in N a t ~ ~ r Science
al
ancl Mathe~natics(11on-lab)
8:30 ~~.i~~.-noo~i 7; TI1
Science 3 15
11
MIS 1 7 5 3
COM 3 2 9 3
Principles of Conlputing for Business
Kattke
An introductory course to develop understanding
of basic computing concepts and specific skills in
E~nphasison solving business-related problems
(Prcreq.: ART 2;
present and In the fi~tul-e.
(prereq,: M ~ 2)
G
Soeldrlrp 202
using microco~nputersoftware (Windows, Woril,
Excel, Access, PowerPoinr, e-mail, a ~ ~ Internet).
cl
A R T 118-S
6-9:30
'F
basic un~lcrstandingof the science behind issues
J.
Strategic Management
6-9:30 [I.~II.
Staff
m~"lwl~lced
M, W
'
i
BUS 4 4 0 3
using software, especially Excel, Students with a
strong complltel. backgrtiund should take MIS 360
or 370 instead of MIS 175.
Interculhral Communication
~l
Lapakko
I
This course explores cultural d~fferencesand tlreir
I
I
I
rmplications for communication, including
difterences in values, nor~ns,social interaction, and
code 5)-atems.
Perspect~\,e/Skill/LAF: Intercultl~ralA\\,areness I
~l
Perspective
6-9:30 p.111.
M, W
Lindcll 16
I
(Prereq.: MPG 3)
I+:30
A C C 222.S
Principles of Accounting I1
Kader
A continuation of ACC 221. Introcluction to cost
accol~ntingfor ~unnufacturing.Basic concepts and
fi~nclamcntalsof managerial accounting, planning
m"dontr01ling pr~~ccsses,
decisio~i-~liakin~,
and
behavioral c ~ ~ n s i c l c r ~ r t i ~ ~ ~ ~ s .
(Prereq.: ACC 221)
8:30 U . ~ ~ . - I W I I I I
7; TI1
B U S 242-S
Principles of Management
Old Moil1 10
I? Cerrito
Development of the theory of management,
organization, staffing, planning, ancl control. We
will examine tlie nature of authority, accountability,
and respons~bility;analysis of the role of the
professional manager.
6-9:30 p.111.
M, W
Stjcllr~rp206
BUS 340-S
J. Cerrito
H u m a n Resource Management
Personnel function in business, acquisition, and
utilization of Ihuman resources; dcsirablc working
relationships; effective integration of the jvorker
with the goals of tlie firm and society.
Prereq.: BUS 242 or consent of instructor
6-9:30 P.nlb
7; TI1
IJ.~I.
7; TI1
S ~ ~ e l i h 201
u~i~
E D C 2061566-S
M K T 252-S
DiversiyNinnesota American Indians
Principles of Marketing
Meziou
Pr~nciplesc~fhasic policy and stratem issues in
~narketing,Legal, ethical, competitive, ec<>nornic,
alld technological f,ictors as they affect proiluct,
price, pro~iiotion,and ilistrihution decisions,
6-9:30 [ J . I ~ .
7; TI1
0111 Mclill 16
Gresczyk
This course exalltines l1~11iia11
diversity and l u ~ ~ u a n
relations. It fillfills the Education Department
lu~rnanrelntio~~s
and Minnesota A~ncricanIn~lian
requirement5 and 1s an uption within the licensure
program.
6-9:30
M, W
St~cl-dnr/~
I
MKT 3 5 7 3
E D C 4801580-S
Advertising
School and Society
An introducti<~nto print, hroaclcast, nnd Wehbasecl ad\'e~.tisingand promotion as impcxtant
Emphasis on pcrints of view about the ~ u l eof
school in modern society, relationships with
elements in moJern marketing anll
parents and community collabnratix moilels,
Erickson
conumunicati~,ns.This course combines clnssroc)ni
Imderal~ip,and pmfeasional dc\,elopment. Serves as
and Iia~~ds-on
Icarning toc~ls.
final thco~,eticalpreparation for stu<Ient teaching,
(Prerecl.: PPST and ad~nissionto the Education
6-9:30 [J,III,
M,
W
Old Mail1 16
Depxrt~itent)
rn
CHM 1 0 0 3
Chemistry for Changing Times
Perspective/Skill/LAF: Social World Perspecti\,e;
Writrng Sk~ll
Gyberg
1:30-5 11.111,
M,
W
S o e r d i ~ 1~ l ~
Tllis collrse intri>iluces baric chemistry concepts in
I
tlic context of lnumerous sc~encc-haseilissues i l l our
everyday lives with tlie ~ o a of
l s t ~ ~ i l e nhaving
ts
a
I
I
St'enlnrp 206
15
1
session
k
I july II to august 1I
SPE 4341534-T
-...
.
I
Eva~uatlon
Staff
Tlie s t ~ ~ [if
d ystumiing,ci
.
knowledge and s
of sti~dents're
history and context of
i s includes an inilepth
: disabilities, as well as
;,>I,>";?biological,
ather~n
reading curric~
I;
Clinical exper
course is required
and
Jandlng l e p g d i s a b ~ ~ ~ t t e :
ovide a critique of current philosophical
Ins in the field. Students will also acquire
d g e related to accessing information relevant
field of learning disabilities.
fi
Itrly 5-8
8 a.m.-3 p.tn
J~rly11-15
8 a.~n.-l~oon
Sue,-."p
(.)K-.-nntptrs site)
-
Swerdnrl, 202
-#
Reading Clinical/Leadership Sel
pearl
~ 1 study
, ~ of effective lrndersl1i
I professional
clevelopmel,t
strategies fc,r ~ l , ~ i v l c l l l ascl,ools
~
nl,cl
districts, reading standads, state and federal reading
legislation, and fiscal,buduerary operations.
clinical portion will ~ncludeopportunities tu apply
skills and knowledge of reading ~levelop~nent
and
instruction in a clinical setting with K-12 students.
(Coreq.: EDC 508; Prereq.: EDC 505, EED 520,
ESE 500, or consent uf instructor)
Jlrly 18-A~rg. 2
8 U.III.-IIUOII
AIL&1-5
8I
-
(off-cnml~trssite)
I
Learning Disabilities
Staff
This course will focus on the history and context of
This includes a n in-depth
leaning disabilities (LD).
look at the origin of learning disabilities, as \\ell as
various theoreticnl m~~clels
(sociological, biological,
psychological, cognitive, and behavioral) applied to
understanding learning disahilities. The course will
also provicle a critique of c t ~ r ~ e philosopluical
nt
p,sitions in tl,e
stLldentswill also acqllire
knowledye related to accessing infc~r~nation
relevant
to the field of learning disabilities.
This course will teach students to identify, adapt,
and imple~uentdevelopmentally appropriate
instruction that support the learning nf students
identified as having learning disabilities. The course
will specifically focus on
areas of reading, writing
and listenin: co~npreluension,math, reasoning, and
problelu-solviligskills. TIlele \"ill be a strong focus
on the modifications i~n,olvedin tl~eseareas and the
planning process invoh,ed.
6-9:30
p.m.
M, W
6-9:30 0,nI.
T; TI1
Strerdlup 202
EED 200-S
Elementary Education Earth Science
Stangl
~l~~~ course is designeclfor elelnentaryeducation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter statuclanls for initial
licensure.
Science 19
INS 2 2 5 3
~
~ to ~~l~~
Staff
planning process invol\,ed.
T; TI1
Kader ~
Perspecti\,e/Skill/LAF: Intercultural A\r,areness 1
6-9:30 p.;~t.
M, W
Old Maill 13
INS 3 4 2 3
River Politics Field Seminar
Underhill-Cady
Students in this course will learn first-halid about
G S T 009-S
the ecolo3, enviro~umentalissues, and political
Cooperative Education
Olson
dynamics of the Mississippi River. Class will meet
Cooperati\,e E~lucationis n work experience related
uff-campus at locations a n ~ u n dthe Twin Cities,
to n student's major/minor or career interests, b ~ ~ t
along thc riwr and \\,atershed, exploring some of the
nut clone for academic crejit. The goal is for
remaining pockets of local wilderness ancl a \.ariety
studelits to apply theory to practice in an apvrob-ed
.fellvironl,,ental
sites. students will
work setting. Stuclcnts set len~~uing
goals and
with local activists and politicians \\,orking on riverevaluate their learning w ~ t hthe director of the
related policy, and engage in an indivi~iunlfield
Center fur Service, Work, and Learning. Satisfactory
research project. The course i~ucludesan optiolial
coml>leti~)n
fillfills tlie Augshurg Experience (AE).
fwr-day camping trip Uuly 22-25), tra\,eling by
rowboat down tlie Mississippi River from tlie Twin
am
Cities to Lake Pepi~u.
T; TI1
Swerdnrl~1
H I S 2491349-S (with A R T 24913493)
This course will teach students to identify, adapt,
and implement developmentally appropriate
inst~.uctionthat support tlie learning of students
identified as having learning disahilities. The course
will specifically focus o n the areas of reading, writing
a n d listening comprel,ensiol,,
reasoning,a n d
pn~ble~n-solving
skills. Tlieue will be a strong focus
o n the modifications involved in thcse areas nnd the
1 4 : 3 0 Dm.
~
Pe'~l-lecti\'e
6-9:30 11.l~
With Learlling
~
The course co\ers tlie ideological foundntions of
Islam, its basic concepts and tenets, Islamic law
(Sl~xiaah),Islamic econoulic and political systems,
lSlarnic patterns of life'
Suerdnip 2 0
Soerdrlr~202
SPE 4 3 4 1 5 3 4 3
Teaching Content Areas to Students
M, W
Staff
-lpl#f
SPE 4241524-T
Etiology and OrisEL..
E D C 510-S
5:30-9 ~,III.
8 : ~ "o.m.-llooll
---
Teaching Content Areas to Students
W i t h Learning Disabilities
Soerdr~rpI7
Designed Environment
KimballIAnderson
This coursc addresses the designed envim~uiient,tlie
intentionally ilesignecl places in which we live. We
will i~uvesti:ate architecture, In~udscapearchitectl~re,
urban design, and urban Ilistory; class sessions
consist almost exclusi\.ely of walking tours and site
visits to prominent examples of clesign excellence.
(Prcreil.: nune for 249; for 349: EN(; 111 and an
art, history, or ~ ~ ~ v bs ta~n~ d i course)
es
Perspecti\,c/Skill/LAF: City or Aesthetics
Perspective; Writing (HIS 349 only)
1 4 : 3 0 II.IIL.
M, W
Old Maill 18
I N S 495-S
Topics: History of American
Indian Education
Weston
The primary aim of this particular course is to help
s t ~ ~ d e nfurther
ts
their knowleiige a111~~nderstanding
of the Americ~nI~udianEducation Policies from
colonla1 America to Zlstcentury America. A cr~tical
examination of indigenous political, social, and
educatio~ualdevelopments from the 19th tlirou~h21st
celitl~rirswill provide infbrmation needed to
~~nclerstancl
thc currcnt social, political, and especially
the eciucational ;ttmosphere of the indigenous
experience today.
6-9:30 p.111,
7; TI1
Sverdn~p20
d
4
-.-
-
11 july
F
I
LRTSIN LEADERSHIP!
4 L 5 6 0 (w
Developing a
Eural
~erspectiue
~
~
Emphasizes increasing your ability to lead in
culturally diverse contexts. Examines the rapidly
changing den1
ling demographics.
ess, conuitunication
~~~#rpersonal
!
iviry#ation
mplexity of the racial an
n l c " ping
are amolig the goals of the course
Old Mar
a
II to august II
m
exponential ~nodels;
especially of linear and exponential models.
Grading will be based o n ql~izzesand exams.
MAT 103 with grade of P or MPG2 and at
k (Prereq.:
i
least one year of HC -'"-h--)
6-9:30 l'*ntn
ASL ]
--&
Sign Language
I1
a
ashb brook
Literature Review
The purpose of this course is to c elop the abilily
to construct a sound argument relatecl to leadership
and to write an effective literature review. Students
will learn how to classih and read research critically,
how to analyze tlie arguments made in tlie literature,
how to organlze and express their own ideas, how to
map and analyze ideas and how to write a review.
Since thc ultimate goal is to he ahle to create a
compelling literature review, all activities build
toward that goal. S t ~ ~ d e nwill
t s devclop the ability to
create an argument, synthesize literature, and create
literat~~t-e
reviews in their fields of interest.
M,
W
tmining, ancl goal-setting.
Lil~dell16
Law i n the United States
Underhill-Cady
An introduction to the \\.orkings o i the court system
7; W! Th
in the Unitecl States, exa~niningthe concepts of
Scirr~ce2 12
civil rigllts and civil liberties in tlie context of the
war on terrol-ism, criminal nncl civil law, torts,
I1
Kingsley
racism and discrimination, 2nd environmental law.
Aims to de\,elop four hasic skills: understanding.
Pers~ective/Skill/LAF: Social World 1 or 2
Rrspecti\,e; LAF in Social and Uehavioral Science
speaking, reading, and writing of elementary
Spanish, introduction to tlie cultnre of the Spanish-
6-9:30 11.tn.
speaking world.
7; W TI1
King,lcy
pea king, re.~ding,and writing of ele~ucntary
Spanish, introcluction to the culture of the Spanislt~A
~\
~~3 ~ ,
perSllcctive; ~~d~~~~ L~~~~~~~~ 2
7; \q TI1
resources that tlie Christian
tradition, seen through tlie lens of vocation, brings
to tlte search for meaning. Not accepted for credit
for students who have taken REL 300.
This course fi~lfillsthe AugCore Requirement.
8:30 r~.n~.-noort.
T, Th
Suerdn~p206
REL 200-S
l ~ t ~~
~~
~~
11
Bussert
O\rerall course theme is "what \\.e believe matters."
Explore Itow belief shapes biblical interpretat~on,
cultural views and actions, and how beliefs can he
challenges facing inuuijirants and ~tative-born
Prereq.: REL 100
Americans, due to thosc changilig demographics.
Im~rovedintercultural nwarcliess, co~nnu~nication
6-9:30 b.111,
for tlte complexity of tlte racial and ethnic groupings
~~are[among
~
~ thc gcrnls of the course.
6-9:30
Old Maill 26
biblical and theolo:ical
culturally cliverse contexts. Examines thc rapidly
changing demographics in the US., and looks at
skills and interpersonal sensitiviry, a d appreciation
speaking wol-Id.
t
Christian Vocation and the
Search for Meaning
Hale
This intn>Juctorycourse will explore aome of the
Search for Meaning
Aoki
E~uphasizesincreasing your ability to lead in
Ailus to develop four basic skills: understanding,
~,IIL.
Scier~ie108
Developing a Multicultural Perspective
Old Mairt 16
Ueginni~lgSp.~r~isli
I1
perSpective/skill/~~~: ~
M, W
POL 421MAL 5 6 0 3
Perspective; Modern Language 2
6-8:30
Old Main 25
T, Th
Christian Vocation and the
Perspective/Skill/LAF: Intercultural Awareness 3
~.III.
6-9:30 p,i11.
REL 100-S
P O L 170-S
SPA 112-S
8:30-1 1
team development, leadersllip, psychological skills
(Prereq.: PSY 102 or 105)
T,WTh
[age needed to comm~~nicate
SPA 112.1'
M A T 105-S
signati~res,and chords. Also included are stanclartl
musicnl terms, signs, and symbols.
power, justice, rights, and freedom. Topics include
Okl Mail1 10
Applied Algebra
~~i~~~
In this course \\*rwill explore a nunther of
applications of algebra to the social and natural
sciences, business, ancl everyday life. It's okay if you
don't re~ilembermuch nlgehra; we'll review as we go!
Specifically, in this course, you'll learn to:
l~~idcrstand
tlte concepts of variable, proportionality,
and linenrim: make connections benvee~iverbal.
numeric, geometric, and algebraic ways of looking at
dcpenclcncies; use a scientific calculator; estimate
and evaluate tlie reasonahleness ofanswers; use 2nd
solve equations, especially of linear, cluadratic, and
concepts applied to sports ancl enhancement of
athletic performance. Topics include motivation,
signing, and learn the facial
Perspective; Modern Language 2
Beginning Spanish
Conroy
Foulidations of sports psychology. Psychological
meter, intervals, major and ~nlinorscales, key
6-9:30 p.m.
PerspectivdSkill/LAF: Intercultural Awareness 3
6-8:30 p,in
Sports Psychology
The course will include pitch and ~~liythm
notation,
Perspecti\.e/Skill/LAF:LAF in Fine Arts
Mikkelson
~ v v ~ l ~ t to
i o deaf
n culture and the siglis and
syntax of ASL. Sturlrnts observe the demonstration of
signs, practice the1
PSY 2 6 3 3
Staff
An introductory study of basic ele~nentsof music.
clearly with deaf a,LLo
in.ciu?>f-hearing people.
Creating a Compelling
6-9:30 11.in.
M U S 160-S
Fundamentals of Music
Scie~lcc108
I
expressions and bc
M A L 599-2
- -
~,III.
M,
W
Old M d n 13
cleepcned by encounters with other faith traditions.
7; TH
Old Moin 10
REL 2 2 1 3
Quanbeck, 11
Biblical Studies
The origin, literary chnmcter, and trans~liissionof
tlte hihlical clvcu~nents;the task of blblical
interpretation, and tlte Itistory of Israel and the
eniergence of tlie church. Not accepted fvr credit Fvr
students who have taken REL 301 or 302.
Perspective/Skill/LAF: Christian Faith I or 3
Perspective
1 4 : 3 0 p.i11.
M, W
Old Mail1 16
summer
online june 27 to september 2
na, Slovenia, while studying
rsity students. Learn
pns in social work and
Summer Online courses are available to W C , United, and Rochester students only
(Day students are not eligible). These courses are delivered over the Internet to
allow students maximum flexibility to organize their work. Students will need access
to a personal computer with a browser and Internet connection. While students are
required to log in to the course several times a week to participate in discussions and
hand in work, they will not need to do this at specific times. Some classes may require
occasional classroom meetings and these will be held during weekday evenings or
weekends to accommodate work schedules.
els for
local ag
s. For additional ~ n w ~ m a t i oren
registration, travel schedule, tuition and fces
contact the Center for Global Edurarinn at
612-330-1159.
I
E C O 113-L
ART 240-L
A r t History Survey
Soderman-Olson
Principles of Microeconomics
Stein
A survey of art of the Western uzorl~lfrom
An introduction to microeconomics: the theory of
prehistoric to modern times. Includes reading,
the household, firm, niarket structures, and income
distribution. Application of elementary economic
research, viewing images, and visits to museums.
Perspecti\re/Skill/LAF: Aesthetics or
theory to market policy. May be taken independently
Western Heritage Perspective; LAF in Fine Arts,
of E C O 110 or 112. E C O 112 and 113 may be taken
in either order.
Critical Thinking
(Prereq.: MPG 2)
Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in
Social and Behavioral Sciences
C H M 100-L
Chun~istryfor C l i a n ~ i n g'Time,
R J i e Gyherg
Designed for the liberal arts student. Emphasis is
upon developing basic chemistry concepts using
ENG I1l-L
exa~uplesprimarily from inorganic chemistry Does
Effective Writing
not count to\vard a chemistry major or minor nor
En~pl'asis is o n exposition, including learning
..
McCormick
anolv, as .
urereouisite
for other chemistrv courses.
,
resenrch techniq~~es
and writing critical reviews.
(Prereq.: MPG 2)
Attention is given to increasing s t ~ ~ d e n t s '
effectiveness in choosing, organizing, and dew lop in^:
Perspecti\~dSkill/LAF:Natural World 2; LAF in
Natural Science and Mathematics (non-lab)
topics; thinking critically; ancl revising for clarity and
style. A writing lab is provided for those nee~ling
additional help. The minimum passing grade is 2.0.
summer
L
online june 27 to oeptember 2
summer session
application form
POLITICAL SCIENCE
POL 121-L
Introduction t o P
This course introd
philosophical q u r s
Ward
students to typical
s
have certain kn
American Governme
~dPolitics
Hedblom
Surveys major p;
erican national
(how we know, if we can
government-incl~,,,...
:ress, the presidency, and
if there are universal lnoral
the courts-as well as canipatgns.and elections,
A
f
.
principles, whether G o d exists, the nature of the
federalism, interest groups, and political parties.
mind, etc.), to philosophical vocabulary, and to
~ers~ectiv:)~kill/IA~:
Social World 1 or 2; I A F in
critical thinking and wh
world philosophically.
Perspective/Skill/IAF: Hunian Identity;
Humanities
PHI 120-L
Ethics
By studying our moral beliefs,
0.'-
)s students
consider the bases they use to make moral
judgnients. T h e course explores major philosophical
approaches to evaluating ~iioralactions and then
applies them to contemporary issues. Christian
ethics will inform the considerations. Students who
receive credit for PHI 120 niay not receive credit for
PHI 125.
Perspecti\~e/Skill/IAF: Christian Faith 3; I A F in
Humanities, Critical Thinking
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar~thenclick on
"Download Registrar Forms."
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 20
academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Internships: In addition to those listed,
Students may take up ... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 20
academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Internships: In addition to those listed,
Students may take up to 2.0 credits in
each summer session (sessions I & 11).
However, course loads for terms that
overlap may be increased based on a
student's cumulative GPA (Cum GPA).
Specifically, the combined credit load for
Day/WEC/Rochester/United students
between Spring WEC, Summer Session I
and Summer Online, normally limited to
2.0 credits, may be increased to 3.0 credits
if the Cum GPA is 3.00 or better.
Additionally, the combined load between
Summer Sessions I and I1 and Summer
Online is normally limited to 2.0 credits at
any one time, but may be increased to 3.0
credits if the Cum GPA is 3.00 or better.
Students desiring to exceed these limits
must petition the Student Standing
Committee prior to registration. Unless
otherwise indicated, all courses carry a
value of 1.0 course credit. One Augsburg
course credit is the equivalent of four
semester credits or six quarter credits.
internship opportunities may be arranged
individually during the summer.
Academic internships are carefully
planned workbased learning experiences,
supervised and evaluated by a faculty
member. Consult the Center for Service,
Work, and Learning 612330.1148 for
more information.
summer session I
May 30 to June 30
summer set inn
July 10 to August 10
summer online
June 19 to August 27
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Commission.* The small college
environment, about 3,000 students during the academic year, is enriched by the
many opportunities found in this vibrant metropolitan area. Augsburg's setting
allows students to participate in a host of cultural and recreational activities.
Augsburg general education: Courses
fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
Course levels: The first digit of the threedigit course number indicates the course
level. Course numbers beginning with a
"1" or "2" are lower division courses and
are intended primarily for freshmen and
sophomores; course numbers beginning
with a "3" or "4" are upper division and
are primarily for juniors and seniors.
* The Higher Learning Commission of the North Central Association of Colleges and Schools, Commission on
Institutions of Higher Education, 312-263-0456. Website <www.ncacihe orgz
Independent study: Independent studies
may be arranged in consultation with
individual faculty members.
Employer reimbursement: Students who
qualify for reimbursement from their
employers may use their reimbursement to
pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
612-330.1488.
Additional information may be obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330.1046 (Enrollment Center)
For questions related to courses:
612-330.1025 (AcademicAdvising)
Eligibility: Persons in good standing at
regionally accredited colleges and
universities, graduates of such institutions,
and students admitted for the next fall
term, are eligible to attend Augsburg's
Summer Session. Good standing implies
that the student has been admitted and
not subsequently dismissed by that
institution. Students accepted for Summer
Session are not automatically granted
admission as regular students of Augsburg
College. Those wishing to begin a degree
program at Augsburg should apply to the
Office of Undergraduate Admissions,
612-330-1001, or the Weekend College
Admissions Office 612-330-1743.
- 4
to register
All students m:ly hegin tc
Summer Session c o ~
kpn. pStudent
Web registration will remain open u n t ~ l
\nay 4 (Session I) and June 9 (Session
. Well rexistration hours will he 8 3 0
11:59
st~~cient:
registra
must
~ L S L ~ L L
Center h e t ~
daily. Augshurg
.ourageci to use Weh
1.
i ~ ~ g s h ust~lilents
rg
r ~ l . s o nat the Enr~)llme~it
8:30 a.m. - 4:10 p.m.
M-W (8:30 ,,.,,,. - 7:C
The Enrollment
m. Tl~~~rsciays).
Sverdrup Hall. We recol
1
nd that y
calendar
Augshurg stuclcnts will he billed through
,. Non-Augshu~.~
Accc
stllclel,ts
of
till,e of registr,r
,,niLl
fllll I ,lVldy
~
-
summer 2006
I
'-'.MIa1
(11 St1
,for s
~
April 12
Registration begins
ust he
~
,
~
~
~
~
Web registration closes
Session I and June 16 for Summer
Session 11. Tuition must be paid in full
(see Calendar), or you may be dropped
from your course(s); a cancellation fee
of $100 per course will apply.
Augsburg students who have unpaid
nces from previous terms must pay
e
balances before they may register
for Summer Session.
~
~ May 4
through AugNet, AugNel
consi~lerecithe most current and, thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 30. Signature of
the instructor is needed to add a class
after the first day of class.
June 16
May 26
Classes begin
May 30
July 10
June
-
*Register(addedlatefeeof$75)
19
'11
May 30
July 10
June 19
June2
July 13
June 23
I.
(signature of instmtm needed; no regmations wiU be accepted after chis date)
June 2
July 13
June 23
'Change grading option
June 16
July 27
July 28
Withdraw from class
June 16
July 27
July 28
enrollments will he cancelled one week
Classes end
June 30
August 10
August 27
Stllclents who decide to cancel their
Grades due in Registrar's Office
July 10
August 18
September 1
registration prior tu the first day of the
session must complete a ilrop/acld form
Schedule of Refunds: The following refund schedule is based o n the percentage
at tlie Enn)llmcnt Center (this must he
done in person). There is a ch:rrge of
of class time remaining o n the date of the student's official withdrawal from class.
This applies to all students who drop one or more courses during each term.
$100 for each course cnnccllcci.
Percentage of clasq time remaining after official drop or withdrawal and amount of refund:
see
100% to 90% remaining-Full refund (minus $100 administrative fee)
Schedule of Refunds on the next pagc.
89% to 50% remaining-Refund equals the percentage of term remaining
49% or less remaining-No refund
A late fee of $75 will he assessed for
students who register :liter the first day of
This refund schedule is effective whether or not a student has attended classes.
the term. No Session I registrations will
Students registering for Summer
Online must complete their
registration by June 23. Note: register
for online courses under Summer
Session I if registering via AugNet.
June 9
May 5
hefore the tirst tiny c)f the session.
For rcf~~ncl
information
Students registering for Summer
Session I1 must complete their
registration by July 10. Signature of
the instructor is needed to add a class
after the first day of class.
April 12
June 9
Balance of tuition due
Register (without late fee)
fill early :rncl courses with low
u l d he
April 12
Last day to:
Change in registration: Many cc,urses
catalog and course informa
online
-
Drop class without notation
If a ciiscrepancy is founcl hct
II
Please allow two weeks for tuition and possible financial aid adjustments to be
he accepted after June 2. Nu Session I1
registrations will he acceptc~iafter July
finalized. If a credit balance remains on the student's account, a credit refund
check will be issued at that time.
u e r registrations
13. No S u ~ ~ i ~Online
will he acceptcJ after June 23.
,
---
-
-
-
Y
map of augsburg
The tuition rat
Session courses
'
q
$1,545 for full-rn
,. . 3 for halt
s
3C stude enrolled in Summer
-i o n
r ummer Online may be
eligible
,nancial " : A :C +L.' -..""load is z
~ s 1.0
t crl
L
l d i t s are
listed abov~
To apply
financial aid
The only forms ( tinancial aid available
for Summer C-cc ,,,n attendees are the
Federal Pell
nt, the Minnesota State
lnt (i
nts who meet eligibility
Eligibility for Summer Session
SttJ-~lts who main
.time status
,d by the program in whic
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in eitl
:ssion I or
11, or both sessions combined, may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
s) and student loans. Visit
bnrollment Center website to
aownload an appkation form:
www.augsburg.edu/enroll. The
financial aid priority deadline for
Summer Session is May 15, 2006.
Augsburg employee tuition benefit
Faculty, staff, and dependents of the
College who are eligible for the
maximum tuition benefit will receive a
60% discount o n Summer Session
tuition.
WEC program
For W E C students enrolled in spring
trimester, n o aid is given for Summer
Session I as it runs concurrently with the
W E C spring trimester.
~ l n l s r s l a t 94
e West
-I'
COLLEGE M A P INFORMATION
I Cenler for Counseling and Health
Promotion
2 Weekend and Graduatc Admissions
3 Air Slruclure Entrance
(November through March)
4 Edor-Nelson Athletic
Field and Seasonal Air Struclure
5 Chrislensen Center and
Day Admissions
6 Commerc~alSpace
7 General office space
8 . Fass. Lobeck. Miles. Center for
Worship. Drama and
Communication
9 Sverdmp Hall
10 Husby-Slrommen Tennis Courts
I I . Ice Arena
12 Public Reletions and
Communication
lnlerslate 94 East
13 Lindell Librury
14 Maintenance and Grounds Shop
15 Mortensen Hall
16 Murphy Place
17 Murphy Park
18 Music Hall
19. New Residence Hall
20 Old Main
21. Anderson Hall
22 Quad
23. Science Hall
24. Publ~cSafety
Communications Center
25 Shipping and Receiving
26 Si Melby Hall
27 Sverdlup-Oftedal Memorial Hall
28. Urness Hall
29. Faculty Guest House
30 StepUP House
31 General office space with address
PARKING INFORMATION
A Visitor Parking
B . Resident Parking
C Commuter Parking
D FacullylSlaffICommulerl
Resident Parking
E Resident Parking
F Resident Park~ng
G FacultylStaff Parking
H FacullylSlaWPark~ng
I VisitorIAdmissions Visitor Parking
J FacultylStaff Parking
K Commuter Parking
L FaculLylStaffICommulerl
Visitor Parking
M Fairview-University Parking Ramp
Take Washington Avenue exlt and turn left on
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right nt 21st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exlt, turn left at 25th Avenue, turn
left at Riverside A\,e~u~e,
turn left at 21st Avenue
South
1-94 West from St. PaulAugshurg College, as afimted in its mission, does not discrimiltate 011 the basis of race, color, creed, religion,
national or ethnic origin, age, gender, sexual onnttat~on,marital status, statla with regard to public assistance, or
disability in its education policies, admissimts policies, scholars hi^ and loan proFams, athletic and/or school
administered programs, except in those iintances where religion is a bona fde occupational qualificafion A,rgsburg
College is coinmitled to providing .reasunable accommodatimu to its employees and its studstts.
Take Riverside exit, turn right at Rivers~deAvenue,
turn left at 2lst Avenue South
3 5 W from the SouthFollow the 1-94 St Paul signs (move to right lane after
each o f nvo mergers)
Takc 25th Avenuc exit and rum
left at Riverside Avenue, turn left nt 2lst Avenue South
session I
on room assignment for a partic7
-
30 june 30.2006
I--- -I---
BUS 242.S
i t h HIS 24913493)
Designed Enirifonment
AIS 2 6 4 3
AndersonKirnball
This course addresies the designed-~nyipnment,
Development of the theory of management,
the intentionall\
organization, staffing, planning, and control. The
nature of authority, accountability, responsibility,
,laces iiiwliich we live.
We will investigate architecture, landscape
-
"
3
A study of the dynamics of human interaction
-.
American public's'perception of American Indians.
Class will inc~ud:'~ecmre, discussion, film clips,
and site visits to promin;nt examples of design
%
.
and full.length m
excellence and historical significance.
FIN 331-S
Perspective/SI
Prereq.: none for 249; for 349, ENG 111 or HON
Financial Management
AF: Intercultural Awareness 1
Perspect'
6-9:30 p.
Rm.: Science 123
-
.
.
T, Th
Rm : Old Main 17
ART 2 2 3 3
Printmaking I
Bollman
An introduction to traditional and experimental
media and methods of printing. Intaglio, relief,
and mono/unique methods are explored.
.
Ae&hktxpahqLAFinFineAm
M, W
6-9:30 p.m.
Rm : Old Main 4
May be taken independently of ECO 113 or 110.
Prereq.: ECO 112 or 113, ACC 221, and MPG 3
ECO 112 and 113 may be taken in either order.
Th
Rm.: Science 123
BIO 1 2 1 3
w
Rm : Old Main 29
MKT 466-S
International Marketing
Pederson
This course examines those issues and activities unique
to marketing in an international setting. Emphasis is
placed on adaptation of a marketing mix according to
the international marketing environment.
life, genetics and genetic disease, selected organ
systems and disease, and the sustainability of life on
Prereq.: MKT 252
earth. A student may not receive credit for both
6-9:30 p.m,
from May 30 to August 1 (from the start of Session
1 to the end of Session 11)
Rm : Old Main 16
Prereq.: MPG 2
Perspective/Skill/LAF: LAF in Natural Sciences
and Mathematics
T, Th
E C O 113-S
Principles of Microeconomics
Gilsdorf
An introduction to microeconomics: the theorv of
the household, firm, market structures, and income
distribution. Application of elementary economic
theory to market policy. May be taken
Prereq.: MPG2
CHM 1 0 0 3
Perspective/Skill/LAF:
Gyberg
This course introduces basic chemistry concepts in
Social World I or 2
Perspective; LAF in Social and Behavioral Sciences
T,Th
Rm:OldMain16
1-4:30 p m
the context of numerous science-based issues in our
Rm : Science 205
everyday lives with the goal of students having a
basic understanding of the science behind issues
present and in the future.
EDC 2 2 0 3
Prereq.: MPG 2
Educational Technology
Perspective/Skill/LAF: Natural World 2
Perspective; LAF in Natural Sciences and
Psychological and philosophical dimensions of
communication through the use of instructional
ACC 22123
the use of live models. Emphasis will be placed on
Principles of Accounting I
development of perceptual drawing skills to accurately
render the human form in a spatial environment.
Introduction to business activities, basic concepts,
and fundamentals of accounting, the accounting
Mathematics (non-lab)
Topics covered will include: gesture, proportion,
cycle, and preparation of financial statements.
8:30 r -*?on
foreshortening, skeletal and musculature anatomy,
shading and rendering, and composition.
8:30 a m.-noon
T: Th
Perspective; LAF in Social and Behavioral Sciences
Rm.: Old Main 16
1-4:30 p m
M, W
independently of ECO 110 or 112. ECO 112 and
113 may be taken in either order.
Cheniistry for Changing Times
McCaffrey
A&&G Fbpmw,IAF in Fine Am
M, W
Rm.: Old Main 17
M, Th
B10 121 and 103. Does not apply to the major or
minor in biology. This course meets twice weekly
and techniques of drawing the human form through
,
Meziou
discussion of the molecular and cellular basis of
This course will introduce the student to the neth hods
6-9:30 p m
M, W
Perspective/SkilVLAF: Western Heritage
6-9:30 p m
Life Drawing
Gilsdorf
An introduction to macroeconomics: national
economic theory to current economic problems.
ART 2 4 7 3
:-
E C O 11223
Principles of Macroeconomics
Kapoor
budgeting, capital structure, and working capital
An introduction to basic biological principles with
a human perspective and application. Includes
.
Rm.: Old Main 18
management.
H u m a n Biology and Lab
.
M, W
~erspecke"3(/ritinESkill (ART 349 only), LAF in
~ 6 Arts
e (ART 74Q ~ m l ) )
critiques complete the learning experience.
6.9:30 p.m,
-Id Main 23
income analysis, monetary and fiscal policy,
international trade. Application of elementary
6-9:30 p m
&Fbpmw,IAF in Fine Am
Rr
risk and return, security valuation, capital
spent painting. Slide lectures, demonstrations, and
.
r --
This course includes financial statement analysis,
In this first-levelpainting course, students learn
.
6-9:30 p.m.
Bollman
Most class time is
6-9:30
111 and an art, hjstory, or urban'smdies course
ART 118-S
important concepts of painting.
overcome communication barriers.
~ers~ectiv$Skil~L
Aesthetics
A~:
or City
T;
Painting I
through verbal and nonverbal messages; emphasis
on factors that build relationships and help to
and analysis of the professional manager.
architecture, urban dyigh, and urban history; class
,
sessions consist almost exclusively of walking tours
cinema and o t h e r ~ u c himages have had on the
l?C e m t o
Principles of Management
Kader
(.5 credit)
Erickson
technology. Selection, preparation, production,
Th
Rm
,
Wnce 315
Rm.: Old Main 10
and evaluation of effective audievisual materials for
teaching/learning situations. Computer training
will be included in this course.
9-11:30 a.m.
COM 3 5 4 3
Interpersonal Communication
Lapakko
M, W
Rm.: Sverdrup 205
I
A
- june 30.2006
session I
rI
E E D 495-S
learnu
Topics: Elementar
Physical Science
or ideas of off-campus
and/or communiti&?!
C
Gregoire
will p
exp~
. ropertles
Is-on experiments to
or ano cnanges in matter;
l e n q goals, mission, needs,
'
,
.
energy. Taking the physical concepts learned,
students will develop demonstrations and lessons for
Center for
K-5 classrooms. Assessment is based on written
requiremen
assignments, a technology project, science fair
nm
projecc; lessons/demonstrations and I-'
.
7; Th
lermir
"
science19
,
E N G 2821482-S
Topics: British Novel: ~ n v e s t i s t i n gthe
=iddle
Victorian Thriller
This course studies the novel of suspense, mystery,
and terror in 19th.century Britain, from
Frankenstein early in the century to Dracula at its
end. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
Perspective; Writing Skill (HIS 349 only), LAF in
Humanities (HIS 249 only)
variety of small pmjects. Projects will involve creativity,
teamwork, research, writing, and some computer skills.
1-4:30 p m
Rm: LindeU 16 fim 9-3 p.m on 5/26,30,31; 6/1,2, and 3
T, Th
Rm : Science 123
I N S 399-S
Internship
4
Olson
A work or service-based experience in which the
INS 2 2 5 3
Introduction to Islam
Schield
3ritical t h ~ n k ~ nabout
e
statistics as evidence. Focus
irn associativl
'..--':3n, observational studies,
experiments,
ounding, bias, and chance.
Review common
ques involving statistical
percentages presented in tables and graphs. Use
I N S 255.S
Paideia Seminars
arguments. Emphasis o n interpretation,
and communication'
7; Th
design a learning agreement plan that links course
education, and graduation skills with the learning
opportunities inherent in the internship. The
and Islamic patterns of life.
wldll/LAF:
student, faculty sponsor, and work site supervisor
theories and concepts across disciplines, general
(Shariah), Islamic economic and political systems,
6.9:30 p m
standardization to take into account the influence
of confounders. Analysis of statisticall~based
Kader
The course covers the ideological foundations of
Islam, its basic concepts and tenets, Islamic law
opportunism. St , nditional reasoning using
English to describe and compare rates and
hm
Rm.: Old Main 15
student must complete a n academic learning
portfolio based o n the internship. Students must
consult with the faculty sponsor and Lois Olson in
the Center for Service, Work, and Learning
~
~
Students will participate in a series of seminar
discussions following the Paideia seminar format as
regarding
~
f requirements
m
and~ get permission
~
to
register. P/N grading only. Satisfactory completion
will fulfill the Augsburg Experience
developed by Mortimer Adler. Seminar topics
requirement.
emphasize selections that help studenu to think
Prereq.: MPG
6-930 P.m.
Topics
modeling and workflow. After learning about each
topic, students will work in international teams on a
ister.
yvi* '
tudents must be Elemeniav Education majt
cwo from Germany.
Perspective/SkilVLAF: Aesthetics or City
111 and an art, history, or urban studies course
tanve ~ e a S o n i n g /
science lab graduation requirem
include managing international projects, accounting
and finance for non-financial managers, and process
~ r kand
,
Learning regarding
GST
participation. This course does ElnT
0-Y:>Up.m.
S~roir
from Augsburg and
excellence and historical significance.
Prereq.: none for 249; for 349, ENG 111 or H O N
c ~ o nc
reflection assignn
on a1
course knowledge, unaencanding ot cne
organization,' workplace, and an awareness of
societal issues that may affect the workplace.
Students must con-Jrwith Lois Olson in the
position, motion, and force; light, heat, electricity,
and magnetism; and kinds of and ways to transfer
and site visits to prominent examples of design
critically, understand timeless ideas, listen carefully,
Rm.: Lindell '1
M, W
and question thoughtfully. This course is ideal for
education, social science, and language arts majors.
ML 589-S
We will read several of the best of these thrillers,
This course may also be taken for p d u a t e credit.
Topics: Comprehensive Examination
investigate the culture that produced them, and
For registration, contact Anne Kaufman (612-3301188 or kaufman@augsburg.edu). This course will
The purpose of this seminar is to prepare students
for a set of comprehensive examinations as the
be held from June 20-24.
Perspective/SkilVLAF: Critical Thinking Skill
8:30 a.m. 4p m.
M-F
Rm.: Old Main 25
completion capstone of the Master of Arts in
Leadership. Students will experience a n intense,
collaborative, and directed integration of their
INS 2 9 5 4
Topics: International
Projects
successful completion of the examinations. The
examination has three parts: a take-home written
work to determine why they have continued to
Western Heritage
Perspective; LAF in Humanities
T, Th
Broek
A n analysis of chemical abuse and what can be
done for the abuser, Includes information about
school health education and services.
Prereq.: ENG 111
1-4:2n * n
H P E 115-S
Chemical Dependency (.5 credit)
appeal to successive generations of readers.
Perspective/Skill/LAF:
.
Rm.: Old Main 10
8:30 a.m..noon
T only
Rm.: Murphy I11
understanding of leadership expressed through
Schwalbe, Stoller
This course is a joint venture, organized and taught by
H I S 2491349-S (with A R T 2491349-S)
GST 0 0 9 3
Co-op
Olson
The GST 009 Ceop Work Experience is a O-credit
option for the Augsburg Experience, This option
utilizes students' employment related to their
major, and through reflection links on-campus
Designed Environment
Kimball/Anderson
This course addresses the designed environment,
the intentionally designed places in which we live.
We will investigate architecture, landscape
architecture, urban design, and urban history; class
sessions consist almost exclusively of walking tours
Pike
faculty from both Augsburg College and the
Bemfsakademie in Karlsmhe, Germany. The course
will be taught in English, with half of the participants
from each institution. All majors are welcome. Half
of the course will take place in Karkruhe, Germany,
and half in Minneapolis. The course consists of
workshops in different topics taught by two faculty
section (based primarily but not exclusively on the
customized readings), a group oral examination,
and a four-hour seated examination. P/N grading
only. This course meets two week nights and
Saturday morning. Final course schedule will be
available mid-April after negotiation with members
of the class.
Prereq.: All MAL courses must be completed; may
be in last course in spring trimester 2006
1-
session I way 30
miE
-h
1-S
Mikkelson
the signs and
syntax of ASL.
j
,
30,2006
Perspective/Skill/LAF:
Social World 1 or 2
P O L 160.:
Perspective; Critical Thinking Skill; I A F in Social
and Behavioral Sciences
World Politics
6-9:30 p.m.
This course is an
history, and maj,
relations. It expl
T, Th
Rm : Old Main 27
uction to the dynamics,
S W K 280-S
Diversity and Inequality
for Professional Practice
Boisen
This introductory course explores diversity and
social inequality as a prerequisite to professional
e*
of international
of peace, sustainable
practice in social work, nursing, and education.
The course provides a basis upon which culturally
ling
Christian Vocation a n d
the Search for Meaning
I1
Quanbeck,
I1
Beginning Sign Language I
An introduction to deaf culture and the signs and
syntax of ASL. Students o b s e r signing,
demonstration of signs. practic
.'--
4
which we are be,
nore and more connected?
Continued learning occurs through facilitated
theological questions and positions, and o n
dialogue among class participants. Students learn
with and from each other about differences and
areas of biblical interpretation and the historical,
cultural and global contexts of Christianity and other
similarities in experience that accompany
world religions. Evaluation by quizzes and responses
diversity learning in other curriculu~nareas, such as
to readings and four theological position papers.
S O C 265: Race, Class, and Gender, and ENG 111:
Prereq.: REL 100
Effective Writing.
What impact d o international developments have
on our lives in the Twin Cities?
8:30 a.m.-noon
of-hearing people.
p e r s p e c t i v e / ~ k i l l / ~ ~ntercllltural
~~:
A~~~~~~~~
2
Perspective/Skill/IAF: Social World 1 or 2
Perspective; I A F in Social and Behavioral Sciences
REL 2 0 5 3
Perspective; Modern Language 1
6-9:30 p.m.
and learn the facial expression
needed to communicate clearl~
6.8:30 p.m.
M, T, W
p
y language
eaf and hard-
M, W
Rm: Science 108
Rm.: Old Main 25
SPA I l l - S
Steinmetz
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Perspective/Skill/IAF: Intercultural Awareness 2
Perspective; Modern Language 1
8:30-11 a.m.
T, W Th Rm.: Old Main 26
SPA Ill-T
Steinmet'
Beginning Spanish I
Aims to develop four basic skills: understanding,
P O L 241-S
Environmental a n d
T, Th
Rm : Old Main 16
Exploring Topics i n Religion:
Self, Sin, a n d Sex: T h e H u m a n
Person i n Christian a n d
Contemporary Thought
Lowe
In our contemporary situation we face difficult
Underhill-Cady
Initial learning occurs through self-exploration.
This course focuses on articulating students' own
recognizing and evaluating religious claims in the
ASLWI-T
competent professional helping skills can rest.
categorical group identity. It is meant to build o n
Prereq.: S O C 265 or permission of the instructor
T, Th
Rm : Old Main 23
6-9:30 p m
S O C 265-S
Race, Class, and Gender
Fischer
We live in a stratified society. What that means is
that individuals from diverse backgrounds in terms
This course examines the political dynamics
questions concerning the human person. Some of
these questions are: W h o or what is the self!
of race, ethnicity, gender, sexual orientation, and
relating to our local, urban, and campus
What is sin? How are we to understand sexuality
environment and relationship to the communities
and ecosystems of the Upper Mississippi Watershed
and gender? The biblical witness and the Christian
class receive unequal portions of wealth, power, and
prestige in society. This course seeks to explain
River Politics
and larger, global environment. Topics explored
include campus sustainability, the environmental
implications of our daily choices, local water, air
and soil pollution, the lock and dam system o n the
Upper Mississippi, invasive species and biodiversity,
climate change, waterfront economic development,
how we come to think in terms of racial and
tradition has said a great deal about the self, sin,
and sex, but at times these familiar sources seem
gender and sexual categories in the first place.
inconsistent with our modern views. We will
Then we address the social consequences of these
various dimensions of inequality in various social
encounter the work of contemporary secular
thinkers who challenge many of the
anthropological claims of the theological tradition
and suggest new ways of envisioning the self, sin,
urban sprawl, and energy production. The class
and sexuality.
speaking, reading, and writing of elementary
will look at the challenge of balancing economic
Prereq.: ENG 111 or H O N 111, AND REL 100, or
Spanish. Introduction to the culture of the
development, social justice, and environmental
REL 111 or REL 221 or REL 300
Spanish-speaking world.
stewardship in the region. There will be weekly
Perspective/Skill/LAF: Intercultural Awareness 2
Perspective; Modern L~nguage1
Th Rm.: Old Main 26
6-8:30 p,m.
excursions to sites along the river, in.class debates,
and opportunity to meet with stakeholders working
on various river-related issues.
Perspective/Skill/LAF:
Humanities
Christian Faith 2; I A F in
T, Th
Rm.: Old Main 23
institutions including education and the workplace.
We discuss both the collective and individual
processes involved in creating social inequality.
Perspective/Skill/IAF: Intercultural Awareness 1
Perspective
6-9:30 p m
M, W
Rm : Science 205
-hT.w*tf
on room assignment fc?
M K T 35743
BUS 3 4 0 3
r a tool for visual
Personnel function in business, acquisition, and
Meziou
Advertising
An introduction to print, broadcast, and W e b
sing black and white
utilization of human resources; desirable working
based advertising and promotion as important
relationships; effective integration of the worker
elements in modern marketing and
Raschke
The came., ,,
AID ~ $ 5 - S
Introduction t d
Indian Studies
~n
,
creativity and expres:
American In
he covered inclu
hers, history,
ctive; I A F
1. Cerrito
H u m a n Resource Management
with the goals of the firm and sociely.
communications. This course combines classroom
Prereq.: BUS 242 or consent of instructor
and hands.on learning tools.
6-9:30 p.m.
T, Th
Rm : Sverdrup 206
6930 P m
7; Th
Rm : Old Main 13
in Fine ~ r t s g
contem
d the
T; Th
Minnesota
R m : Old Main 4
BUS 4 4 0 3
J. Cerrito
Strategic Management
Concepts and principles related to the management
Perspective
Graphic Desig
Ild Main 10
A R T 100-S
Staff
Tom
Class is formulated to engage the creative,
This course introduces basic chemistry concepts in
techniques of g...,...~ design using page layout
software. Emphasis will be placed on designing
and sectors.
the context of numerous science-based issues in our
everyday lives with the goal of students having a
with text and image.
6.9:30 p m
This course is a
roduction to the principles and
M, W
6.9:30 p m
Prereq.: BUS 242 or consent of instructor
M'
Rm : Old Main lo
Aesthetics Perspective;
Speaking Skill; LAF in Fine Arts
R m : Fuss 2ZB
Principles of Computing tor Business
Kattke
An introductory course to develop understanding
of basic computing concepts and specific skills in
using microcomputer software (Windows, Word.
the creation of stained glass projects. The unique
interplay between concept, design, and light within
stained glass has the ability to inspire our hearts
and minds in the environments in which we live,
A C C 222-S
play, and pmy. Student lab fee of $110 will be
A continuation of ACC 221. Introduction to cost
Emphasis on solving business-related problems
using software, especially Excel. Students with a
applied to glass, hand tools, and other
accounting for manufacturing. Basic concepts and
strong computer background should take MIS 260
miscellaneous consumable supplies. Mininium of
eight hours per week outside of class time required.
fundamentals of managerial accounting, planning
and controlling processes, decision-making, and
or 270 instead of MIS 175.
Perspective/Skill/LAF:
behavioral considerations.
6.9:30 h m .
M, W
Rm.: Old Main 1
Principles of Accounting
T, Th
Kader
Prereq.: MPG 3
1-4:30 p rn
Rm : Old Main 18
ART 1 0 2 3
'
Tom
A study of design as the unifying foundation for
BUS
2423
Principles of Management
l? Cerrito
Rm': Soerdrup 201
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive, economic,
Development of the theory of management,
and technological factors as they affect product,
projects demonstrating the use of the basic design
elements and principles.
organization, staffing, planning, and control. We
will examine the nature of authoriw, accountability,
price, promotion, and distribution decisions.
Perspecrive/Skill/LAF:
and responsibility: analysis of the role of the
Speaking Skill; LAF in Fine Arts
1-4:30 p.m.
M, W
manager
Rm.: Old Main 4
6.9:30 p m
M, W
T; Th
Rm : Science 315
Rm : Old Main 29
COM 3 2 9 3
Intercultural Communication
Lapakko
implications for communication, including
differences in values, norms, social interaction, and
code systems.
the visual arts. Two. and three-dimensional
Aesthetics Perspective;
a m.noon
This course explores cultural differences and their
MKT 2 5 2 3
Principles of Marketing
Design
Perspective/Skill/LAF: Natural World 2
Perspective; LAF in Natural Sciences and
Mathematics (non-lab)
Excel, Access, PowerPoint, email, and Internet).
I1
Prereq.: ACC 221
8:30 a m -nuon
basic understanding of the science behind issues
present and in the future.
Prereq.: MPG 2
MIS 1 7 5 3
imaginative, and technical process associated with
LAF in Fine Arts
Gyberg
of operating functions taught from a managerial
viewpoint with examples from various industries
Perspective/Skill/LAF:
Fundamentals of Stained Glass
C H M 100-S
Chemistry for Changing Times
6.9:30 p m
M, W
Rm : Old Main 13
Perspective/Skill/LAF:
Perspective
6-9:30 p m
Intercult~~ral
Awareness 1
M, W
Rm : Old Main 16
-
uly 10 august 10,2006
SPE 4241524-T
Etiology and Origins
of Learning Disabilities
E D C 206156
Diversitywi
h e r i c a n Indians
This course e
uman diversity and human
relations. It fi
human
e Education Department
.
legislation, and f
nnesota Arnerican Indian
iption within the licensure
require1
program.
fi
6.930 p
3
Staff
a-s
"
?ldMninII
m-
:etary operations. The
psychologlcal, cognitive, and behavioral) applied to
I setting with K-I
a n d tllrough reflection links on.campus learning to
~~nderstanding
learning disabilities. The course will
the
goals, mission, needs, or ideas of
off-campus people, organizations, and/or
"
also provide a critique of current pl~ilosophical
15, EED 520, ESE 500, or consent
positions in the field. Sti~dentswill also acquire
communities. The required co-op reflection
knowledge related to accessing infor~nationrelevant
assignnlents
to the field of learning disabilities.
knowledge, understanding of the organization/
workplace, and an awareness of societal issues that
may affect the workplace. S t ~ ~ d e nmust
t s consult
(off-campussite)
'e of school
in modern society, relationships wit
community, collaborative models, I(
ents and
h i p and
EED 200-S
professional development. Sel
1 theoretical
Elementary Education Earth Science
8:30 a.m.-noon
dents.
10
a.m:noon
M, W
A,,~, 1.
n.oon
Rm.: Sverdrup 202
Stangl
This course is designed for elementary education
Social World Perspective;
Rm.: Old Main 18
T, Th
Rm.: Old Main 26
SPE 4 3 4 1 5 3 4 3
Teaching Content Areas to
Students With Learning Disabilities
This course will teach students to identify, adapt and
earth science subject matter standards for initial
having learning disabilities. The course will
specifically focus on the areas of reading, writing and
listening comprehension, ~ n a t h reasoning,
,
and
licensure.
M, W
Rm.: Old Maln 4
Jacobson
The study of student reading development, the
of Learning Disabilities
knowledge and use of gathering and analyzing data
This course will focus o n the history and context of
of students' reading, and designing appropriate
learning disabilities (LD). This includes an in-depth
look at the origin of learning disabilities, as well as
reading curriculum based o n this information.
Clinical experience hours will be included. The
various theoretical models (sociological, biological,
course is required for students obtaining their K-12
Reading Teacher Licensure Endorsement.
Coreq.: E D C 510
prereq.: EDC 505, EED 520, ESE 500 or
of instructor
R ~ ~:
July 5-11
8 a.m,.3 p,m
Staff
psycliological, cognitive, and behavioral) applied to
understanding learning disabilities. The course will
also provide a critique of current philosophical
positions in the field. Students will also acquire
knowledge related to accessing information relevant
~
~
(off<amp~usitc)
2 to 0the field
2 of learning disabilities.
8:30 a.m..n0on
7: Th
Rm.: Old Main 13
~
~
focus on application of
implement de\.elopmentally appropriate instruction
and Learning regarding reqilirements and get
permission to register,
STORY
that support the learning of students identified as
on the modifications involved in these areas and the
planning process involved.
SPE 4241524-S
Etiology a n d Origins
~
i
with Lois Olson in the Center for Service, Work,
Staff
problem-solving skills. There will be a strong focus
EDC 5 0 8 3
K-12 Reading Assessment
a n d Evaluation
8 a.m-noon
6.9:30 p.m.
majors and includes earth science "hands-on"
inquiry-based activities that model the teaching and
learning process of scientific inquiry. Meets basic
5:30-9 p.m.
July 11-18
option
instruction
d
Emphasis on points of view about t'
Perspective/Skill/lAF:
Writing Skill
look at the origin of learning disabilities, as well as
d
~
~Olson ~
w o r k ~~~~~i~~~~is a ~ . ~ ~ ~ d
for the ~~~~b~~~~
~ hi^ option
~
~
students' employment
to their major
various theoretical models (sociological, biological,
School a n d Society
cation
cooperative ~
~h~ GST 009
Zli~deopportunities to apply
r
f reading development and
muctor
Prereq.: PPST and admission to
Department
GST 0 0 9 3
clinical portion \.
skills and k n o d
a
preparation for student teaching.
Staff
Tliis course will focus on the history and context of
learning disabilities (LD). This includes an in-depth
1-4:30 p.m.
T, Th
Rm.: S~'erdrup
206
SPE 4341534-T
Teaching Content Areas to Students W i t h
Learning Disabilities
Staff
Tliis course will teach stu~lentsto identify, adapt,
and implement developmentally appropriate
instruction that support the learning of students
identified as having learning disabilities. The course
will specifically focus on the areas of reading, writing
and listeninn comprehension, math, reasoning, and
problemsolving skills. There will be a strong focus
on the modifications involved in these areas and the
planning process involved.
6-9:30 p.m.
M, W
Rin.: Old Main 26
H I S 332.S
U.S. ~~~~i~~ ~
~
l
~ Scott ~
A survey of U.S. foreign relations from the
A~~~~~~~~~
~~~~~l~~~~~
through
Cold War,
emphasizing cllanginp
definitions of war and peace,
tensions between internationalism and isolationism,
and the emergence of the U.S. as an economic and
n1ditary power.
Perspective/Skill/LAF: Western Heritage
Perspective
6-9:30 p.m.
M, W
Rm.: Old Main 13
i
~
world. Many limi
Olson
A work or set\
lsed experience in which the
C r e a t e and interpret graphs, especially of linear
and exponential models.
method were discoverec
reflections of those lim
Prereq.: MAT 103 with grade of P or MPG2 and at
catastrophes. Thi
least one year of HS algebra
M, W
6-9:30 p m
limitations so t h a ~
q ~ ~ e s t i o ntos ask o
its claims as
M A T 138-S
Mathematics for
Elementary Teachers 11
Rm.: Science 108
clearly with deaf and hard*[-hearing people.
Prereq.: ASL 101
Intercultural Awareness 3
Perspective/Skill/LAF:
Perspective; Modern Language 2
6.8:30 p m
M, T,
Rm.: Old M a ~ n2 5
SPA 1 1 2 3
Boursaw
Beginning Spanish I1
Steinmetz
Concepts of number, operations, algebra, geometry,
Aims to develop four basic skills: understanding,
measurement, data analysis, and probability with a n
speaking, reading, and writing of elementary
emphasis on the processes of problem-solving,
Span~sli.Introduction to the culture of the Spanish-
IcgAtutLtg requirements and get permissior
e United States, Global
@f%i%s,
a n d Universal Responsibility:
A Nicaragua P------'ive
DeGracia
reasoning, connections, communication, and
speaking world.
register. P/N grading only. Satisfactory
This course loc
representation. These courses are designed for
I
F
er for Service, Work, and Learnin~
CI
responsibility and
: concept of universal
:onnectedness through the
perspective of Nicaragu,, a country that has a long
history of U.S. relations. Nicaragua is the second
poorest country in the hemisphere and, like all of
Latin America, struggles with issues and decisions
prospective KK-6 elementary school teachers.
Assessment includes exams, projects, gateway exams,
and reflections o n readings about K-6 niathematics
education.
Prereq : MAT 137 or MPG
Perspective/Skill/IAF:
Creating a Compelling
weeks in Nicara~ua. Registration for this course is
tl~roughCGE.
in Natural Sciences and Mathematics
Skill;
6-9:30 p rn
M, W
Rm.: Science 205
Literature Review
Lashbrook
6-9:30 p.m.
M, Th
Quantitative Reasoning
ASL 102-S
Mikkelson
literature, how to organize and express your own
ideas, how to write a review and how to correctly use
applications of algebra to the social and natural
of signs, practice their own sianing, and learn the
APA style. This course employs a variety of active
learning ~nethods.Since the ultimate goal is to be
sciences, business, and everyday life. It's okay if you
able to create a compelling literature review, all
Specifically, in this course, you'll learn to:
.Understand the concepts of variable,
fac~alexpressions and body language needed to
communicate clearly with deaf and 1hard.of.hearing
people.
activities build toward that goal.
6-9:30 p.m.
M, Th
Rin.: Sverdrup 206
M L 599-B
Topics: Leadership a n d Limitations
to Natural and Social Science
Increasingly scientific achievement is seen to be a
more critical component than mil~tarypower for a
country on the world scene. Science and technology
enable economic success in a n intensely competitive
Intercultural Awareness 3
syntax of ASL. Students observe the den~onstration
6-8:30 p m.
Prereq.: ASL 101
Perspective/Skill/LAF:
Perspective; Modern Language 2
.Estimate and evaluate the reasonableness of
answers.
Perspective/Skill/LAF:
Perspective; Modern Language 2
.Make connections between verbal, numeric,
geometric, and algebraic ways of looking at
*Use a scientific calculator.
Steinmetz
Aims to develop four basic skills: understanding,
An introduction to deaf culture and the signs and
proportionality, and linearity.
dependencies.
Crockett
SPA 112.T
Beginning Spanish 11
Prereq.: SPA 111
Beginning Sign Language I1
M A T 10523
Applied Algebra
Haines
In this course we will explore a number of
don't remember much algebra; we'll review as we go!
Rtn: Old Main 26
Spanish Introduction to the culture of the Spanishspeaking world.
to construct a sound argument and research
questions or hypotheses using scholarly literature.
research critically; how to analyze the arguments and
validity of supporting evidence from selected
T; W; Th
speaking, reading, and writing of elementary
Rm.: Anderson 101
You will learn how to select, classih, and read
Interculti~ralAwareness 3
Perspective; Modern Language 2
8:30-11:OO a m
related to globalization. This course includes two
The purpose of this course is to develop the ability
Perspective/Skill/LAF:
4
M L 513-T
a~
Prereq.: SPA 111
Interculti~ralAwareness 3
Rm : Old Main 26
M U S 160-S
Fundamentals of Music Theory
Holroyd
Class will provide students with a basic introduction
to music notation and reading instruction in
T, W Th
Rm : Sc~ence212
Beginning Sign Language 11
Trainer
6-8:30 p m
T W; Th
ASL 102-T
rhythm, note reading, scales, key signatures,
intervals, triads, listening analysis, and introduction
to the piano keyboard. This class will prepare
students intending to pursue a music rnajor/minor
.Use and solve equations, especially of linear,
An introduction to deafculture and the signs and
with the necessary skills to enroll in muslc Theory 1,
and will prov~denon-music majors with music
quadratic, and exponential models.
syntax of ASL. Students observe the demonstration of
signs, practice their own signing, and learn the facial
fundamentals.
expressions and body language needed to coniniunlcate
Perspective/Skill/LAF:
6-9:30 p m
LAF in Fine Arts
r, rh
Rm : Music 5
4
. \,.
mu!
session I
10.2ms
Prereq.: Jr. or Sr. standing; introductory
courses in women's studies, biology, or consent
..,.. 362-S
M
Walking t h e T
Culture, p endi n Sub-Sahara
Introduction to ?
'I
The United State
Hailongakuning
Fish
I
described as a mosaic
because of its tmc
p. ;rear
diversity is not ba
mply o
diversity. American
~ n dracial
heritage. akl&ese
are imp=
gmponmts,
but also 4 ender sexual orientation, political
ace within the economic system.
affiliat
alltong the inhabitants of the United
has produced a nlultitude of perceptions of
ty
nvolved in curbing the crisis in Nan
Critical reflection on the unequal infection rate.
-
and interactior
between women and lnen illuminates-underlying
purpose of chi:
cultural beliefs, values, and traditior
foundation in the
promote and hinder the spreac,
'
'I
u
..
American Society." The
is to provide a solid
ne of sociology while
exploring the central coyponents of "American
Society" in light of this diversity.
African populations. The course
Namibia in collaboration with facTty I d staff from
.'"
Augsburg's Center for Global Educatkon
Perspective/Skill/IAF:
and the University of Namibia. Dates: July 6-23
(includes travel time to and from Namibia). For
6.9:30 p.m.
#
Social World Perspective;
LAF in Social and Behavioral Sciences
T, Th
Rm.:
Old Main 18
more ~ n i o r n i e r ~ t.,)tir.lcr
~n
.jli:~r<,r~
WnJe ai 612.330.
1214, ~ . I , I ~ ~ O . I Icdtl.
I~~I~II~
W S T 362-S
S W K 699.S
Assessment and Diagnosis
i n Mental Health Practice
Boisen/Syers
This is an elective course which explores
Walking the Truth: Culture,
Gender, and HIVIAIDS
i n Sub-Saharan Africa
Hailongahuning
This broad-based course explores the influence of
culture and gender o n the HIV/AlDS pandemic in
psychopathology and the role of social workers in
Sub-Saharan Africa. The epidemiology of AlDS in
assessment and diagnosis of mental health in a
Africa is examined through readings, structured
variety of service settings. The course examines
dialog, and service-learning experiences with persons
actively involved in curbing the crisis in Namibia.
psychopathology and mental disorders from a
systems, ecological, and strengths perspective.
Critical reflection on the unequal infection rates
Emphasis is placed o n understanding
between women and men illuminates underlying
biopsychosocial influences on the incidence and
course of the most comnlonly presented mental
cultural beliefs, values, and traditions that both
promote and hinder the spread of HIV within
disorders and the differential effect of these factors
African populations. The course is taught in
o n diverse populations at risk. This is a prerequisite
for SWK 627 Family Practice Elective: Mental
Augsburg's Center for Global Education
Health Practice, and is strongly encouraged as
preparation for the state licensing exam.
6-9:30 p.m.
T, Th
Rm.:
Old Main 16
Namibia in collaboration with faculty and staff from
and the University of Namibia. (Fulfills the global
experience requirement for a major or minor in
Wonlen's Studies in Augsburg's Core Curriculum.)
of instructor(s). Dates: July 6-23, (includes
travel to and from Namibia). For more
information contact Sharon Wade:
612.330-1214; wades@augsburg.edu
summer
online june i a r o augu!
27
summer session
application form
.-
er Online courses are delivered over the Internet to allow st&
ity to or) , ize their work. Students will need access to a personal computer
with a browser and Internet connection. While students are required to log in to the
course several times a week to participate in discussions and l G . . 1~in work, they will
not need to do this at specific times. Some classes may require occasional classroom
leekel
meetings rrnd these will be held during weekday eveni--accommodate work schedules.
I
1 .
ART 240-L
Art History Survey
Egezrger
hthtcs
Lotti
A survey of art of the Western world from
By studying oui
prehistoric to modern times. Includ
consider the base
judgments. T h e course explores major philosophical
research, viewing images, and visits to museums.
approaches to evaluating moral actions and then
applies theln to contemporary issues. Christian
Perspective/Skill/LAF: Aesthetics or Western
Heritage Perspective; Critical 1
beliefs, ethics helps students
o make moral
tg
ethics will inform the considerations. Students who
Skill; LAF in Fine Arts
receive credit for pH1 120 may not receive credit for
I
FIN 240-L
Personal Finance
K~~~~~
125.
Perspective/Skill/lAF: Christian Faith Perspective;
Critical Thinking Skill; I A F in Humanities, Critical
Thinking
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement, and
POL 121-L
American Government and Politics
estate planning.
b
ECO 113-L
Principles of Microeconomics
stein
introduction to microeconomics: the theory of
household, firln, market structures, and income
distribution. Application of elementary economic
theory to market policy. May be taken independently
of E C O 110 or 112. E C O 112 and 113 may be taken
in either order.
Ptereq.: MPG 2
Perspective/Skill/LAF: Social World 1 or 2
Perspective; LAF in Social and Behavioral
Sciences
Hedblom
Surveys major parts of American national
govern~iient-including Congress, the presidency,
and the courts-as well as campaigns and elections,
b
federalism, interest groups, and political parties.
Per~~ective/Skill/LAF:Social World 1 or 2
Perspective; LAF in Social and Behavioral Sciences
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar>then click on "Download Registrar Forms."
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
Course loads in Summer Session:
summer session ... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum that includes courses in 13
academic disciplines as well as internships and independent studies. A detailed listing
of courses begins o n page 8.
Course loads in Summer Session:
summer session I
May 29 to June 29
w
summer session S
I
July 9 to August 9
\
summer online
June 25 to August 31
about augsburg
I
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Commission.* The small college
environment (about 3,700 students during the academic year) is enriched by the
many opportunities found in this vibrant metropolitan area. Augsburg's setting allows
students to participate in a host of cultural and recreational activities.
* Tile Higller Letlmii~gCotnrl~rsslonof tlie N~~rth
Cer~rrulAssociutioi~of Colleges nr~dScla~ols,C(miir~issioii
on
Students may take up to 2.0 credits in
each summer session (3.0 credits if the
Cum GPA is 3.00 or better). However, the
total credit load for
Day/WEC/Rochestel? L Inited students
behveen Spring WEC and Summer
Session I cannot exceed 2.0 credits (3.0
credits if the Cum GPA is 3.00 or better).
Additionally, total credit load between
Summer Sessions I and 11 and Summer
Online cannot exceed 2.0 credits at any
one time (3.0 credits if the Cum GPA
is 3.00 or better). Students desiring to
exceed these limits must petition the
Student Standing Committee prior to
registration. Unless otherwise indicated, all
courses carry a value of 1.0 course credit.
One Augsburg course credit is the
equivalent of four semester credits or six
quarter credits.
Employer reimbursement:
Students who qualify for reimbursement
from their employers may use their
reimbursement to pay for Summer Session
courses.
Housing:
Students who need housing may contact
the Residence Life Office at 612-330-1488.
information:
Additional informationmay be ob-
Courses fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
www.augsburg.edu/sum mer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic At.l\,ising)
Augsburg general education:
ab
Course levels:
Eligibility:
The first digit of the threedigit course
number indicates the course level. Course
numbers beginning with a "1" or "2" are
lower division courses and are intended
primarily for freshmen and sophomores;
course numbers beginning with a "3" or
"4" are upper division and are primarily
for juniors and seniors.
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term,
are eligible to attend Augsburg's Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dismissed by that instihltion.
Independent study:
Students accepted for Summer Sess@n are
not automatically granted admission as
regular sn~dentsof Augsburg College.
Those wishing to begin a degree program
at Augsburg should apply to the Office of
Undergraduate Admissions, 612-330-1001,
or the Weekend College Admissions
Office 612-330-1743.
Independent studies may be arranged in
consultation with individual faculty
members.
liurirutiolu of Higher Educurion, 30 Nor111LuSulle Street, Sre 2400, Chicogo, Illii~ois,60602-2504, 3 12.2630456. Websire <www.~~cucihe.or~>
internships are carefully planned workbased learning experiences, supervised and
evaluated by a faculty member. Consult
the Center for Service, Work, and
Learning at 612-330-1148 for more
information.
Internships:
In addition to those listed, internship
opportunities may be arranged
individually during the summer. Academic
'L
to register
All s t ~ ~ J c nmay
t s hexin to register for
S u ~ ~ i mSession
er
courses on April 16.
Web registration wiU remain open until
May 3 (Session
n d Jime 8 (Session
II). Wch re:
~ r will
s be 8:30
a.m.-1 1:59p.n~.dally. ~ u g s h n r gst~ndents
arc encouraged to use Well rcfiistration.
Non-Augshurg stuclents must rcxister in
person a t the Enrollment Ccntcr I>ctwccn
8:30 a.m.- 4:30 p.m. M-W (H:3O ;a.m.-7
is located in Svercl~-~~p
Hall. Wc
recommcncl th:lt ~ O L I SCIICC~IIIC yo111
courses
:IS
c:lrly as possible.
I t ;a discrep:~ncyis foinnd I>ctween this
catalog :lnd course inhrmation fi)uncl
through AuxNet, AugNet shol~lclhe
co~isidereclthe no st curl.cnt ;uicl, thus,
correct.
Students registering for Sumtner
Session I must conlplete their
registration by May 29. Signature of the
instructor is needed to add a class after
the first day of class.
.Icnts will he hillcci r l ~ r o ~ ~ f i l ~
lilnts. Non-Augsh~~rfi
:I[ die time of rcgi'str,lcion.u students
must be paid in full by May 4 for
Sunlnler Session I and June 15 for
S u n ~ ~ nScssion
cr
11. Augsburg students
who have unpaid balances from
previous tern
lust r--.* h u e balances
before tb
Sess'
the first day of class.
Web registration closes
May 3
June 8
June 8
Balance of tuition due
May 29
July 9
June 25
Classes begin
May 29
July 9
June 25
May 29
July 9
June 25
Last day to:
Register (without late fee)
June 1
July 12
June 29
(signature of instructor needed; no registratiuns will be accepted after this date!
*Drop class without notation
June 1
July 12
June 29
'Change grading option
June 15
July 26
August 3
Withdraw from class
June 15
July 26
August 3
Classes end
June 29
August 9
August 31
nt the Enl-ollmcnt Ccnrer (this must he
Grades due in Registrar's Office
July 9
August 17
September 10
clone in I>crso~l).
Thel-c is ,I ch;irgc of
$100 for each course cancelled.
Schedule of Refunds: The following refund schedule is based on the percentage
FOIrcf~nnclinform:~tio~~
plc;lse see
This applies to all students who drop one or more courses during each term.
lo\\! enrollments will lie cnncellctl one
\vcck I>ch~-e
the first ciay of the session.
Students \\lho clcciclc to c.~ncelrhcir
rcgistr:ltion prior to the tirst cl;iy of rhc
session nunst complete a clrol>/nclcl tor~n
of class time remaining o n the date of the student's official withdrawal from class.
Schedule of Refunds o n the next [page.
Percentage of class time remaining after official drop or withdrawl and amount of refund:
s t ~ ~ ~ l cwho
n r s I-existel-:liter the finst day of
the term. No Session 1 registrations will
he :acccl>tecl:liter June I . N o Scssion I1
rcgistr:~tionswill he :~ccc~)tecl
:~frcrJuly 12.
No Summer Online rcfiistr;ltions will he
Students registering for Summer
Online must complete their
registration by June 25.
online
*Register (added late fee of $75)
ngc in Registration:
A lntc tcc of $75 will he nssessecl tor
Students registering for Summer
Session I1 must complete their
registration by July 9. Signature of the
instructor is needed to add a class after
calendar
I summer 2007
;icccl~tcclnttcr June 29
100% to 90% remaining-Full refund (minus $100 administrative fee)
8 9 % to 50% remaining-Refund equals the percentage of term remaining
49% or less remaining-No refund
This refund schedule is effective whether or not a student has attended classes.
Pl'ease allow two weeks for tuition and possible financial aid adjustments to be
finalized. If a credit balance remains on the student's account, a credit refund
check will be issued at that time.
map of augsburg
costs
T u i t i o n rates f o r
I[ ~ L I I ~ Sc
LC
COlIrSeS:
5
3
%
Su_mmer
for
-_
o n c ~ ~ r r e n tw
l yi t h t h e
trimester.
WEC s t u c l e n t s
I1 or
Session
Summer O n l i n e may be(e1EibFfor
hnl
financial aid
l e tuition r a t e s
, are
if t h e i r
"l e a s t 1.0 c r e
c o u r s e l o a c l IS a t
listed abov
To apply
financial aid
Eligibility for Summer S e s s i o n a t t e n d e e s
T h e on
of fi
for
sion a t t e n d e e s a r e t h e
d
by the program
state
and
federal f i n a n c i a l aid.
ments), a n d s t u d e n t loans. V i s i t
for-
t h e E n r o l l ~ n e nC
t e n t e r website t o
form:
download a n application
t
www.augsb~~rg.edu/enroll.
The financial
aid priority deadline for Summer S e s s i o n
Day program
S t u d e n t s e n r o l l e d in e i t h e r S c s s i o n
11, or
ant (for s t u c l e n r s who m e e t e l i g i b i l i t y
in w l i i c
a r e e n r o l l e d ) a r e e l i g i b l e to a p p l y
lid a v a i l a b l e
F e d e r a l P e l l ~ ~ , t nt ht e, M i n n e s o t a S t a t e
Stuclents w h o m a i n t a i n h a l f - t i m e status
5 def
Summer
Ior
is
May 15, 2007.
b o t h Sessions c o m b i n e d , [ n a y b e
e l i g i b l e t o apply f o r f i n a n c i a l
c o u r s e l o a d is a t least
aid if t h e i r
1.5 c r e d i t s
over the
Augsburg
College
who
rnaxiniuni
For WEC
are eligible
tuition
for
benefit
the
will
receive a
60 p e r c e n t c l i s c o u n t on S u m m e r
WEC program
students enrolled
in s p r i n g
for
Sumnier
t r i m e s t e r , no a i d i s g i v e n
Employee Tuition B e n e f i t
Faculty, staff, a n d d e p e n d e n t s o f t h e
tllltlOl1.
Session
COLLE(;E MAP INI:OKMATION
I Crnrr~t t l r Ctltllrbrl~nc. t ~ r c ltlcitltl,
I'rt~~n~~rtc~n
! Wcchcnil nn~l(;r.~,luntc A~lnllw<,nr
1 AII Srrucrr~rcEnrr.~ncc
(Nolc~nl~cr
t l ~ r t ~ ohI,ml,)
gl~
.I E~lu~.Nrlxtn
Arhlcrs
Flcl~l,ln~lScarcmnl Air Structurc
5 (:hr~rrcn'c.nCenrcr 2nd
I>ny A ~ l ~ n ~ s w n \
6 MBA Pn>gl.~ln
7 h > > h , Lchccl, M~lcs,Ccntcr ior
I ) ~ , ~ n l., ~
l n~l
W~>I\III~~.
Communlc.~t~crn
8 S\CIJ~,II>
tl:~ll
9 Hual,).Stru~n~r,l.nTcnlrl* Cc,,,rt*
117 I c r Arrnn
I I I',II~I,<l<~l,lt,,?,,\.b,><l
I3 M,llnrcn.~nrc,rnJ C;~<>t~nclr
Slrllll
14 MLITICI.CI H.bll
15 Murlrl>yl'lncc
16 M ~ ( r p l Iq
7.,r!.
17 M u w H.rll
I8 Nc\r licr~ilcnrcH.111
1') 01<1
M.,nn
20 Anilcrv,n IH.tII
21 Qu.,cl
2 2 Sclcncr H.111
2 3 P ~ I I ~ S?ICI>
II~ c : ~ ~ I ~ ~ I ~ ~ ~
Ccnrcr
24 S l r ~ l q >,m
~ncl
~ ~Krcc~v~ng
g
2 5 SI Mc,lhg H;dI
26 S \ c ~ - ~ l ~ ~ ~ ~Mc~t,<>r~.nl
~ C > t r r ~Ii.1II
l.~l
27 Lirnc\\ H.111
28 Kcnncilg (:cnlcr
~ ~ ~ ~ ~ , ~ I I c ~ I ~ ~
Conrrnt~n~c.ut~wn
I2 Ltndcll Llhr.\r\
campus location
35W from thc NorthTnkc W.t\l,~n~ton
Avcnr~eexit :,nJ ttlrn lcir <,n
W ; ~ \ l t i n ~ t i(turtrs
ln
1 1 ~ 1Cmto
i r Crcl,~rA\vnr~c),turn lcit
;at R~ver\~clc
Avc~rr~c,
r ~ ~ nr
l i r2lbt Awnuc South.
1-94 Enst from Minocapolist
Avcn~~c,
rum
Tlhc 25th A\vnl~ccur, turn Icit . ~ 25th
left :at Rl\r~siclcAvcnuc, rurn Iclr . ~ Zt l h t A\*cnuc
S~~r~rli
,.1-94 Wcst fro111 St. PaulTrtc Rrvcr.rrcleculr, rur I> r~yhr:It R~\.cr\~ilc
Avcnuc,
turn Iclr . ~2Ist
t Atenuc Sot~rh.
35W from thc South-
I
l~c~llow
tlw 1.94 St. P:tt~lb ~ ~ r i(~tiove
,
rct r ~ c l Italic
~ r ;ii~cr
c.~rho f nix, mcrficr*), L h c 25th Awnr~ecult ia~i<I
turn
Ich , ~Rt ~ \ c ~ , rAvenl~c,
~ ~ l c rurn leir ;bt 2lsr Avcnl~cSouth
session I
'A
may 29 - june 29.2007
Rooms listeo LUL ~ a c h
course below are auu~ectto change aulct: rne printing of this
catalog. Please refer to AugNet Records and Registration for the latest information
on room assignment for a particd~r
BUS
AR'
1
Swccncy
This c o ~ l l s ew ~ l
AIS 105-S
h
Lifc Drawing
~ c t i o nt o A m e r i c
d i a n Studies
tl1c bt '
'
IIES
I? C c r r i t o
Dm,elopment o t tlie theory o f Iiianngement.
$
n:rn h r m
Weston
2423
Principles o f Management
Iiis course is intended t o introrlucc sturlents to
A m c i~c . ~ n1nrli;in Studies. Concepts ancl topics to
urg:~nimtlon,staffing, planning, and a ~ n m u l T
. lie
COM 11 1-S
P u b l i c Speaking
nature ot authority, nccountah~lity,n ~ i crcaln,nsibil~ry,
l
T h e courrc tocuscs o n speech prcparation,
nn;ilysls o f the rule o f the pmtcssionnl m;lnager.
organization, n u ~ l i c n c canalysis, style, I~stcning,nntl
6-9:30 11m
be co\,erecl include, among others, Iiistory,
M,
w
RVI : L I N 16
Inclians w i l l be emphaslzerl ndiere npproplinte
l n t e r c ~ ~ l r ~Au,(~rcn~.rs
m~l
1
annto~ny,slinrlIng%cntlcrinl:
cu1i11>o~itio11,
P C ~ I ~ C ~ I I ~ ~ ~ I I V
f&
I A ~ I I I ~ ~FIW
~ OA m
1.4:-
Perspe~.~~t,e.
I A F in Humanities
6-9:30 1
M, W
.:
OM 17
J. C e r r i t o
H u m a n Resource M a n a g e m e n t
k n o n n c l f i ~ n c t i o ni n business, acquirition nntl
ut~lizationof human resources; cles~nblew l r k ~ n y
relationships; effective integration o t tlic wurker with
I
>
,-S
T h i s course nclc
the a w l s
(with H I S 24913493)
igned Environment
Andcrson
s t h c rlcs~gncilen\zir~>nment,
ART 100-S
the i n t c n t i o n n l ,
Topics: P l c i n Air S k e t c h i n g
W e w i l l ~n\.estigatca1
T h i s introcluctnry, f~)unclntional
: ~ r c h i t e c t u urban
~ ~ , cleslgn, :~nclurh;in Ihisn>ry; cl:lss
ienccl places i n \\,li~cli a'c I ~ v e .
-a
I Ithe
~
M. W
Financial Managcmcnt
Kapoor
risk nntl return, recurity \faluation, capital
i n sulnmer. By making site visits 2nd working on
Prcrccl.: n o n e for 249; tor 349: E N L II I (,r ENL
mnliagement.
l o c a t ~ o nstudents
,
w i l l engage w i t h the subject
112 o r H O N 111 ;rnrl :In :art, liist<~ry,or u r h : ~ n
matter they are sketch~ng<Inn ~iiulti-sensory
s t t ~ ~ l i ec so ~ ~ r s e
T l i e course i n c l u ~ l e st i n a n c ~ nstatement
l
;~n:ilysis,
P~n~cr~ctlrv/Sk~ll/LAF.
Acstherlo m (CIQ I'~np~.ct~tc;
Wr~tlng
Skill (ART 349 u~rly).L A F 111 F11ieArts (ART 249 only)
tbr them. Stu~lentsarc rcspnnsihle b,r Ipurchasc o f
n , = . SCI
M, W
ACC 2213
Kadcr
P~n~ctilc/SkilVLAF.AatL,llo I'Lnpl.c~~w;L A F 131FLIW
Arb
6.9:30 0.m
T. T h
Rm.: O M 4
E C O 112 a n J 113 may he rnken i n either orrler.
1-4:30 0 ~n
M, W
Rm : O M 13
Gybcrg
T h i s course introcluces hnsic chemistry cuncepts 111
ECO 1 1 3 3
tlie context of numerous science,b;~seJ Issues I n o u r
Principles o f Microeconomics
everyclay I~vcs,with the ge11;1
A n introduction to micr<~econ(>mics:
tlie theory o f
o f s t u ~ l c n t shaving ;I
Gilsdorf
Introrluctiun to h u r ~ n c r s:~cti\,itiea, b:isic concept.*,
basic unclersrnn~linl:o f tlie science b e h i n d irsucs
tlie lhouschol~l,f i r m , m:~rketstructures, anel income
nncl t u n ~ l n m e n m l so f accounting, the nccounting
present and i n tlie tuture.
~ l i s t r i h u t i o n .A l q ~ l i c a t i o nof clcmcntnry economic
cycle, :lncl preparation o t t~n:rnci;~l
st;ltcments.
Prc~erl.: M P G 2
8.30 (r m - n o u ~ ~
M, W
I t ~ :n SVE 202
c ~ ~ c a t i vancl
~ t y cxprcssion uaing black ancl white
film, etc: $200-225. (capacity liniits enr<,ll~ncntt o 14)
M n y he taken ~ n c l c p c n ~ l e n tof
l y E C O 113 o r 110.
L A F ill Soc~r~l
mid Bchraz~orulSc~ences
Chemistry f o r Changing T i m c s
locations. (capnc~t)'l11111ts
c n r o l l ~ n c n to
t 15)
35mm,s~nale.lens rctlcx cnmcr:l. Est~m;iteilcost o f
RI~I: SCI 2 0 5
Per>pec~ioe/Skill/LAF: Wcsrern Hcr~rogePcrspec~iue;
CHM 100-S
plhotogrnl~liicprocesses. Sturlcnts need ncccsr to a
Gilsdorf
A n l n t r o ~ l u c t i o nt o macroeconomics: national
international trade Application o f elementary
123
has~csketcli~ngk i t from WetP;iint A r t Supplier ($40)
Principles o f A c c o u n t i n g 1
Principles o f Macrocconomics
Prererl.: M P G 2
a ~ i c for
l tr;1nsl>nrtnrion to clesignntrd off-carnl3us
Boechcr
Rm : SVE I
i n c ~ m i ennnlysis, llionctary anrl fisc;rl policy,
Piercq : E C O 112 or 113, A C C 221, nncl MI'G 3
6-9:30 p m
pcrson;ll scale. I n this w.~ythey w i l l n t t e ~ n p t o
Photography
M, W
e c o n o ~ n i ctheory to current economic problems
unclcrstancl where they arc, a n d why it has mcnnina
T h e camera w i l l he usecl ns n tool tLr \,~sunl
III
FIN 3 3 1 3
excellence ancl l h i s t ~ ) r ~ SI~I~I~~C:II~CC.
c~I
ART 1 3 2 3
6.9:30 p
Hm : SVE 206
places, habits, nncl architecture o f the T w ~ nCities
Iltn : O M 17
tlirourli vrrb;il ;and nun-verhal mess;lges; emphasis
Instructor
6.930 I,m
Lapakko
A stucly of the d y n a m ~ c sof h u m a n i n t c ~ a c t i < > n
overcome communication b:irricrs
Prereq.: B U S 200 o r B U S 242 o r consent o f
uhsel-\,ation ; ~ n r ~l l ~ r eon-site
ct
s k e z i n u the ~wo~,le,
. .
M. W
COM 3 5 4 3
Interpersonal C o m m u n i c a t i o n
o n factors that huilcl relntionsli~psn n i l hell> t o
f i r n ~ancl society.
and slre \'is~tat u prominent examples ofclesign
8:30 a.ni -11our1
R m : M U R I11
ccrure, I;~nclrcapc
perceptual plein :lir sketching u ~ i l l ~ i i rn l ei r o ~ ~ ~ h scsslons cc~nsist: ~ l m o s tcxclus~oclyo t w c l l k i n g tours
PL'~S~CCLI~,~./S~III/LAF:
L A F 111 Fine Artr
T. Th
BUS 3403
contelnporary issues, a n d the arts Minnesota
Pcrspcctirc/Skill/LAF:
(>vcrcomingspeech fright
6.9:30 p m
language, culture, literature, policy, Images,
Lapakko
ACC 2 2 2 - 5
Principles o f A c c o u n t i n g I1
Kadcr
anrl it~nrlamcnt:ils 11t; ~ c c o i ~ n t i n gtlie
, nccol~nring
cycle, nnrl prcp;ir,itlon o f financial stnte~nents.
8:30 (1.m
loan
T. TI1
I'erspcct~t~c/Sk~ll/LAF: Natlrrul WorLl 2 Pcrspe~.[l~e,
L A F in N'lrlrrnl Scienccs rind Mnthemr~tics
8.30 o 111-1ioun
I n t r o ~ l u c t i o nto business a c r ~ r i t ~ c bs n
, r ~ cconcepts
RIII.:
SVE I
tliec~ryt o m:irket policy May be taken
T. TI1
RI~I. SCI 123
~ n ~ l c p c n ~ l c no tfl E
y C O 110 o r I I 2 E C O 112 .inJ
I I 3 may be taken I n cithcr order.
,
;
.
I
Prerecl.: M P C 2
Perspect~t~e/Sk~ll/LAI::
Socir~lWorlrl I or 2 Pcrs0cc~i1,e;
L A F in Soc~oland Belurt~~or~rl
Science,
1.4:30 p ~n
T. Tll
Rm : O M 13
HIS 3323
History o f U n i t c d
States Foreign Relations
EED 2 0 3 3
Physical Scicncc
d
Elcmcntary Tcacl
a
This ccrursc tocc~ss 11
Lorcnz-Mcycr
A survey oFUn~tcclSratcs torc~gnrcl:1ric>nsi r o m rhc
8
r
A n i c r i c a ~ li l c \ ~ o l i ~ tthrough
i ~ ~ n the Colrl War,
Grcgoirc
crnl~h:~rlzing
cli:ing~ngJci~nitic,na ot \tJ;lr 31111 PC:ICC.
IMSEP ~physicnlscience
tcnaluns hcnvccn intcrn:rtio~ialian~
:inJ
H P E 001-S
Foundations o f Fitness (0.0 crcdit)
Navarrc
This courrc ia ~ c q u i r c Jc~f:ill Augshurg t u r l c n t s
Prerccl : One EF
It
sccka to Ilnl>ro\'c the sti~clcnt'skno\r.lcclgc ancl
SVE 206
i x t l ; ~ t i o n i r m the
, cmcrgcncc u i rlie U n i t c ~Sratc*
l
ns
.In cconrllnlc ; r ~ i ~~il~ i l i t ; power
~ry
6 9:30 1) rn
M. W/
RI~I : SVE 206
i~nJcratancl~<
~>
i gthe
t componcnrh o f ~ihysical: ~ n r l
IO\,
they c o n t ~ i h u t cto pcrx~n:ilI ~ i c l o lhc:1ltl1
n~
;ancl
to nor only
\vcll hcing T l l ~ scourac is clcs~gnc~l
lpr<>v~Je
k ~ i ~ ~ ~l ~~ ;ilsc>
~ ~l e
tot ~c lli >~ cct ~
~ ~~ ~~;in:~l\,zc
i c l
s c l r r c I;rh rcqwrenients iLr gracluation
4
Prercil.: Muat he Elcmcnr,iry Ecluc;~tic~n
m ; ~ j o.~.
liccnaurc r c c k ~ n g
T
6.9:30 11m.
TI1
IGS009-S
T
Co-op
.
Olson
k Experience 1s ;i0-creclit
The C;ST 00'
11.
SCI 19
t
i tor I
??$
Espuiuicc
Thih (llxi011
\\,dys nn inclivicl~~nl
c;in n.*scas, monltur, motl\,atc
INS 3 9 9 3
I n t e r n sh i p
:~nclcl~aciplineI i ~ ~ n / l i e r a et<,
l t ~n:iinr:iina l i t e t y l c o i
A \vork o~ ser\,~cc-hnscrlcxpcrlcncc I n \r,liicli rlic
iitness 2 n d \rcllnt.s
~ r u c l c n tt, ~ c u l ysl,r,naor,
6-7:45 11111
M, W
MEL 206
RIII.
&sign
3
Olson
ancl \\,c)rk site supervisor
Ie:~rning:igreenicnt p1a11 tlliit 11nka cclllrsr
tlicuries nncl conccl>ts aclors rl~scil>l~ncs,
general
ati1izc.r .rtuclcnrs' c ~ n p l ~ r y m c rclntccl
nt
r<>t h c ~ rnl;ijur
HPE 1 1 5 3
;inrl through ~ c t l e c t ~ r Ihnka
> n on-co~iipur,learning ro
rhc constituency gc131s. ~ i i i s s i ~ ~~ inc,c cor
l icleaa c d
Health and Clienucal
D q m d c n c y Education (.5 crcdit)
Psyclic,lug~cnla n ~ ~pliilo\opliicnl
l
clinicnsion?,u i
<!ti-caml'us ~pco~dc,
org.~nizations,nnrl/o~'
hc
A n :in:ilyhis o i c h e m ~ c ; i nhu.*c
l
:incl w l i : ~ can
t
porttolio hnaccl o n the intcrn.*liip Sruclcnts must
c o m ~ n u n i c ; ~ t i othruugh
~i
the use n t inarruction.il
c o m m ~ ~ n i t ~Telsi c. rcqu~rcclC<H>I' r e t l e c t ~ c ~ n
clone for the nbuscr. Inclu~lcs~nfi)rrnnr~crn
:ahout
consult \r,itli the k u l t y spona<>ra n ~ Lois
l
Olacbn i n
SCIIUOI
l i e i ~ l t l eclumtion
i
ancl resources
the Ccntcr tor Service, W u r k , nncl L c ; ~ r l i ~ n g
E D C 220-S
Educational Tcchnology (.5 c r c q t ~
Erickson
technolo~~
Selection,
.
p ~ c l ~ n r n t i o~~pi ,~ < ~ c l u c ;and
t~on,
assignnicnts k,cus
cvaluatio~io t etfecri\v a u c l i ~ ~ - \ ~ im:~tcri:ils
~ual
for
knowlctlcc, u n ~ l c r s t ; r n ~ l io~ i gthe
tenc1iindle;irning sitt~:ltions. Computer training \\,ill
t>rgan~zat~on/\\.o~-k~>Iiicc
nncl :In nwarencs* o f
he inclu~lccli n t h ~ scour.rc.
o c ~ c t niasucs
l
that may ; ~ i i tlic
~ ~\vorkpl:icc.
t
9 a.m .nmn
M , \V
F htne 1829
Km : SVE 205
<In nl)l'licntion
o i c~>u~sc
6-9:30 1, 111.
c'lucat~<,n, ankl g~ncli~:~tic>n
skill5 \r,ith the 1c:irning
M unly
register.
rcqh~~rc~ncnt
H I S 249134923 ( w i t h ART 2 4 9 1 3 4 9 3 )
Dcsigned Environment
Th15 course huilcls on rlie Iprnctlce ; ~ n d~nctlioclr~ > t
Quantitativc R c a s o n i ~ i g
Schicld
C ~ ~ t i ctal ili n k ~ n g; a h , ~ ~st.~ristics
t
n\ cviclencc. F<>cu\
Eilccrlvc W ~ i t i ~ i g
Irs. \\,i~rkslic~l>
t c ~ ~ n i strcsscb
at
htylc
1111 :issocii~tio~i,
cai~s:itio~i.
ohser\~:iri~~niil
btuilica,
nncl o r q n i z : ~ t i o n ,the proccr> ( revi.\~(>n,
~ i hcli i ~ n r l
cxllcrimcnt\, riak, c<)nfc>uncling,hiaa, ;rnJ ch;incc.
IICCI.
c \ , n l u i ~ t i ~ ni ~, n cthe
l r c l : ~ t ~ ~ > nI)cnvccn
~liil~
rcncl~ng;inJ wr~ting.Kcrli~ircclfor sccc~~icla~
y
Anderson
T h ~ scuurse :~~lclrerses
the ~lesigneclenvironment,
GST 2003
Swanson
Rcv~e\\,cwnlnun tcclin~cluca~ n \ c l l \ i n gstntiaticol
~ ~ l ~ l w ~ r r u ~Stucly
i i s n iconcliti~,n:~l
.
r c . ~ x > n i nig~ s i n g
I~censurenncl Element:i~yEclucation concentration
English to clcscrihc and compc>scrates .ind
i n C o m ~ n u n ~ c : ~ r i , > ~ i / L : ~ ~Arts
ig~~;igc
pcrccnt;igc\ prc\c11tcrl i n t ; ~ h l c;inJ graplih. Use
tlic intcntionnlly clca~gnc<l~pl;lco111which we live
We w ~ l In\,catlaatc
l
nrchitcctl~rc,I:inclscal~c
;rrcliitccturc, urh:In clcsign nncl urh,~nhistory; cln.\s
rcssic~nsconsist :ilmoat cxclu\i\.cly o f \\,;ilking t0111s
nncl site visits to Ipronllncnt cx;i~nl?lcso f clesian
cxccllence ;and lhist<,r~cals ~ g ~ i ~ i i c : ~ n c e
Prcrcq : none tor 249; h,r H I S 349: E N L 1I I (>r
E N L 112 c1r H O N I l l
Prcrc~l.:E N L I II L>r 112. (>r HON 1 1 I
cmnclar~l~zntio~i
to tnkc inn, accoilnt the ~ntluence
Pcrs\~ccti~~e/Sk~ll/LAF:
\V~IIS
I ~k ~~l l
r,ict,ntol~n~lcr.;Analysis ~ , i ~ t ~ t i ~ t i c ~ l l y - h ~ ~ ~ ~ l
\ V r l r ~ nSkill
~ (HIS 349 only); L A F 111 HIL~I~(I~IIICS
(HIS
argtlmcnt\. E ~ i i l ~ h : ~osni ai n t c r p r c t ; ~ t ~ o cvnlu;it~nn,
n,
249 mly)
.~nclc c ~ m m u n i c . ~ t i o ~ i ,
1.4:30 p tn
M, \V
RIII : 5(:1 212
ML 5 8 9 3
Topics: Comprchensivc E x a m i n a t i o n
The
t<,r
IIUI
;ix
Pikc
11usc <)i
t l ~ i as c ~ i i i n n1s~ to Iprcparc stu~lcnts
t c l i c<,~nprclie~isi\~e
exi~min:itions3s tlic
coml>lction ca~.\t<lnc
o i tlic Master o f Art.* i n
1-e;iclcrshili. Stuclenta WIII cxl>erlelicc n ~ intense,
i
coll;rI~~~rat~
nncl
v c ,clircctccl ~ntegrntiono f their
unclcrst:~n~ling
o i lenclcrshil, c x p ~ c s ~tch~r ol t d l i
.*ucceaaiul completion o i the cx;in~~n;lticlnsThe
I'ersl~ecu~~e/Sk~ll/LAF.
Aerrhet~oor
4:308 1, nt
rrgnrcling rccluircmcnts :~nclget ~pcrmissi(>n
ti)
register. P/N gr.~ilinl: (>nly S.~tisf:ictory coml>lcr~<>n
Stuclcnts mu.*t consult w i t h Lois Olson i n the
r e q u ~ r e ~ i i e nnt rn ~get
l l~erlnisai<,n
I n t c n l l c d i a t c Expository W r i t i n g
R n l : KEN 307
s t u ~ l c n r~ i i u rcon1plctc
t
:In ;ic;iclc~ii~c
1c;irninl:
\vill i u l i i l l the Augshura Exper~cnccgracluntinn
Ccntcr tor Scr\,~cc.W o r k , ancl L c : i ~ n i ~ rcwircling
ig
ENL ~ L U - J
oppurtuniticb inherent i n the Intclnahip. The
Umvk
(:II~I'ersl~ccut,e;
c x a ~ n ~ n n r i o[ins
n tlircc parts: a mkc-lic~mc\\,rltrcn
scctlon (hasccl prini;~rily Ihur not exclusi\.ely on tlic
cust<rmi:cd rcnclinga), a #rc,ul> ordl e x : i ~ i i i n ; i t i ~ ~ i ,
T Th
RIII : SCI I 2 3
~ n ciil i ~ l ~ r - \cntccl
l i ~ ~ c~s :~~ r~ n i ~ i : ~ tP/N
i ( ~ ngr;lrl~ng
session
L 111-S
--,inning
Spanish 1
only Tliis course me
S:lturclay morning. Scneuu~ew u ~
oe
A i m s to clevelo
A p r i l aitcr negotint~onw i t h membc
'
: A
r
I,, I.IS~
'
-- .-:.nester
COI
m
MAT 1 0 5 4
Haincs
Concepts o f lineal
id, Iogaritli~nic,oncl
other ni<)~lcIsw i t h a s
iis on :~pplications t o
the social,a.%.nntw
;eryJa
C
srudent
KI
SPA 111
Stcinmctz
business, anrl
;racle o f 2.0
-
NIIG 3. S t t ~ d c ~ preparing
~ts
tor
M P G 3 o r higher may not register b r crecl~t.Sturlents'
6-9:30 p.~n
M, W
algebra
II:
thcoricz ~,i
internatiun:rl relat~clnsT h e course \\.ill
Relipiour heliets, apiritu:rl c u s t o ~ ~ iancl
s , philosophy ot
SCI 108
6-8.30 p11
Underhill
cxpl<,rc issues c>fpeace, suhtninablc ccononllc
N o r t h American I n ~ l i a n sare studied. Tribal
clc\'elopmcnt, g l t ~ b a cit~zcnshil>,
l
nncl efforts t o
silnil:iritirs ;~nclcliiierences ;are explore~las are trih:il
cumbnt ~ n l u s t i c ca n ~ il n e q u ; r l ~arouncl
~
the glohc.
rcl:itionships w i t h nature, rcliglous o\~ersigIito i life
T l i i s class alms t o hcain p r c u , i ~ l i natuclents
~
\ \ , ~ t l itlic
c~,clcs,s;rcrccl r ~ t u acerrnlc,nies,
l
a n ~beliefs
l
i n an
Lnourlerlgc ncceasnry i o ~tilking intormccl :lction i n
;ittcrlite
Irspc,nse t u the c11~11c11~es
II~
the currelit glohnl
Prcrccl.: E N L III o r 112 o r H O N 11 1, j u n i o r
xrcna. Questions cxpl<~rrclinclurlc: Wh;rt should
stancling, :rnJ R E L I 0 0 c>r 3 0 0
i n 1r;rrl Ilc? W l i i ~ are
t ohsracles t o
Att'c~rene,r I Persl~ccttt,~;
Writing Skill
1rnp;lct LIOintcrn:itionnl ~ l c v c l o p m c n t slhavc nn o u r
6.9.30 p rn
MUS 1603
Fundamentals o f M u s i c Theory
1
Mikkelson
S W K 4951699 PA 5 9 5 3
Topics: I n t e r d i s c i p l i n a r y
Perspectives o n A g i n g
Holroyd
POL 2 4 1 3
Environmental a n d
T h i s course is for i n c o m i n g Firstyear stil~lentso r
R i v c r Politics
stucle~itsw l i o are c o n s i ~ l e r i n g;I music major w h o
T h i s course cx,i~ninesthe ~ p o l ~ t ~~cl ;y~nli r ~ n i c s
syntax o f ASL. S t u ~ l e n t sobaer\,r the lemons strati on
woulcl like n b;lsic music thcc~ryfuunclatiun prior to
r c l ~ l t i n gt o o u r I ~ ~ c au~
l ,ban, a w l c:rmpus
Underhill
o f signs, practlce their own signing, ;lnC learn the
beginning their nus sic major. Tliis course is also i ~ ~ r
en\,llonlncnr nncl rel;rr~~>n.\hil,
t k ~the c<~rn~rhunitics
h c i n l expressions nncl hotly language neeclcrl t o
stuclcnts w h o have h a d p r i m expcrlencc in music
ancl ecosystems o f tlie U p p e r M i s s ~ * s i p pW;rtersIiecl
~
communicate clearly w i t h tle;iianil Iharcl-of-hearing
who
WOIIICIlike t o b u ~ l c ul p u n their bas~cn ~ u r i c
people.
theory skills S t ~ l d e n t sw i l l attend one uutsiclc
Pcrspcct~re/Sk~ll/LAF: I n ~ e r c u l ~Au,orcness
~~n~l 2
concert as a grollp.
6.8:30 p m
T, W, TI1
R m : O M 10
I'ersl,ccuvc/SkilI/LAF:
6-9:30
pm
ancl larger, glc~halcnvironlncnt Topics cxpl,,rccl
implicotiona o f o u r claily choices; I<rc;~l\v;lter, i ~ i r ,
a n d soil pollution; the lock a n d clam system on thc
L A F in Fine Arts
7; Th
Km: M U S 5
U p ~ xM
r i s s ~ s s ~ p p~n\.asi\.e
i;
slwcics :~nclhi<l~li\.ersity;
c l i m ; ~ t cclinngc. u~arertrontccc)nomic clc\.elopmcnt;
A S L 101-T
B c g i n n i n g S i g n Languagc I
M U S 241-S
urban aprawl; :lnJ encrhy procluctlun. T h e class \\,ill
A n i n t r < , ~ l u c t i ~ )to
n cle;if culture n n ~the
l signs nnrl
Jazz H i s t o r y
look ; ~ the
t
ch:rllcngc (>fh;rl;~nclng e c o n o ~ n i c
syntax o f ASL. Stuclents observe the Jemonstration
T h i s courae is a stucly o f the musical elements,
Traincr
Milcnkovic
o f signs, practice their o w n signing, and learn the
anrl the lhistor~cal
c t ~ l t u r i lperspectIvcs,
l
facial expressions a n d horly langu:ige neeclerl t o
cle\,elopment u f jazz. M a n y sryles o f jazz arc
communicate clearly w i t h <leaf ancl liarcl-of-hearing
exnminecl i n c l u ~ l i n gearly N e w Orleans D~xielancl,
swing, cool, j a z z / r ~ c k / f ( ~ s i o ~ragti~nc,
i,
bop, a n ~ l
cunten1lJor:lry jazz.
I'erspectit~e/Sk~lI/LAF: Intercult~rrulAuarcnes, 1
<I~n-nnon
T TI1
Alexander/Erickson
atuclents ancl upper Ic\fcl un<lcrgrnclunte stuclcnts i n
Ihcalth a n d stlc~alservices cliscildincs t o explore
Issues rclntecl to aging ;lnd care o f the clrlcrly.
Stuclcnts gain rc;rl \rorlrl cxpcrience by working
coll;~h~,rati\~ely
i n an intercliscil>linary context
Stuclents \\,ill be askecl to :rpply
~I~~~w
and
IcLI~c
skills clirectly w i t h c l ~ l c r su t i l ~ z ~ nan
g experlentin1
Icarning mc,tlcl St~lclcntsw i l l h u i l l l n beginning
expert le\,el k n < ~ a r l e ~ lbase
g e r e ~ r ~ l i issues
ng
that
:affect u l ~ l e rn ~ l u l t si n ctmtemporary health nncl
rocial wcl61rc cuntcxts.
Prcrcrl : Social W u r k , Physiciirn Assistant Stutlies,
or Nursing s t i ~ ~ l e n t z
T 71.
p... . O M IP
~ I e \ ~ l u p ~ ~site> c~~i ;tj ~, l~ s t i c :11icI
e , e11\,iro1111ie11r,rI
s t e u ~ n r ~ l n h111
i l ~the region. There \\,ill he excurslnns
t o site5 ;along tlie river, ~n-cl;lssclch:ites, ancl
oplxwtunity to meet w i t h st:rkehol~lers\\r>rking on
r~ver.rclatc~Iibst~es
SOC I l l - S
Perrpect~t~~'/Sk~lI/UF:
Soc~c~l
World Pcrsl~cculr,C n ~ i n r l
Community and the
M o d e r n Metropolis
T h i n k u ~Sklll, ~rrl<l
L A F I" Soci'11 and Bchut,rorrrl Sclcnce
T h ~ cuursc
s
ex;~minesthe clitierent w;~ysth;rt
Fischcr
sc~ciologist\:~nclurban planners ha\,c \,lewccl citics,
Pcrspec~it,e;L A F 111 Fine Art)
8:30
Rni : SCI 212
T h i s course prcn,iclcs a n opportuniry t&r grarluntr
A n introduction t o c l m t c u l t u r e a n J the signs 2 n d
Perspcct~t'e;mud en^ Lnngrruge I
7; Th
ORK
MODERN LANGUAGES
ASL 1013
B e g i n n i n g S i g n Language
I'erspec~ive/Sk~ll/LAF: Chri>tiuu Ftri~h3 or In~cr~.~tlt;rrr~l
achie\.~ngn nx,re just ancl eqt~itahle\vorlcl! W h a t
Rnb: O M 29
,
Jacobson
lives i n the Turin Cities!
:e 1
wurk will be e\~alu:itell L
y quizzes and exams.
s%
e
A m e r i c a n I n d i a n Spirituality
a n d Philosophical T h o u g h t
US
I
114 sha~ulrlconsult the clepartment. Studen
Prereq.: M P G 2 11nrl a y c ~ ~i
~ rh i g h
I n t m ~ l u c t i o nt o the ilyn;r~n~ca,
history, ancl m ; ~ j o r
W o r l d Politics
'nA7.
Applicd A l g
REL 3 7 0 - S
POL 1603
;es must he completed; may
R m : M US 5
session ll july 9 - august 9,2007
Rooms listed for each course below are subject to change since the printing of this
catalog. Please refer to AugNet Records and Registration for the latest information
on room assignment for a particular class.
t11e1r ~perb
ART 118-S
be anJ i n f v r n i uur
. w e w i l l explore Iici\v
the city can
II~IIII:III
' n : ~ t ~ ~ rhahitat"
;rl
,,i
I>uili
Creativc Drama:
Acting and I m p r o
herween <lift
~prc)tits,nnil
Painting
THR 1 1 6 3
flucncc, \\.it11 a i ~ > c u<>n
s hn\v
c i t ~ c rcan hecorn
1
Fundarncntals o f Staincd Glass
Q
Bollniat~
i l n p r t : l n t conccpts (dpainting. Most cl;lss time is
apcnt painting. Sliclc Iccturcs, ilem(,nstrat~ons,nncl
imagin;lri\.c, and tcchn~c;ilploccsa associnreJ w ~ t h
~ ~ n l m > v i r . l t i onc~ i ,
t i c ~ t i
Tom
CI:irs is t<irmul:itcrl to engake the cre;rtl\,c.
A study (,i
rhc.itric;i
I
I n thls first Ievel p;linrilig course, st~lclcntslenrli
ART 100-S
cr~tiilucscompletc the Ic:lrning experience.
the crc;lrion o t st;~inecl glms prujccrs. T l ~ cunique
P~nixct~~t./Sk~l(/lAF:
Aetlrtio Pmkcli~.lin.;
l A F in FIW Arls
intcr~,lay between conccl,t, clesign, :rnJ liKlit within
6.9:30 I, ln
M, W
11n1 : OM 17
sr.linccl glass Iiirs the ability to inspire our liearta
.I cxl~cricnccsthl~lcntswill gain :In
I ' e r ~ l ~ c c ~ ~ t e / S k ~ l I / lC
WIFI:~Pcnpecr~re,L A F 111 Sol.lcll
(r~~
Rd
e h ~ ~ t ' i oSilencer
n~l
6-9:30 1, m
T, Th
Photography
appliecl to glnrs, li:!ncl torils, anrl orher
The c;lnier;r \+,III be used as I: t<>olfor \,isu:rl
1l11sccll:lneouacnnsulnnhle sul>plics. M ~ n l m t l r nu i
crcati\ziry a n ~cxpresslon
l
using black nncl \vIiite
eight l i ~ ~ u per
r a week outslile
photographic proccrses. Stuclcnrs ~ i c c r;Icceaa
l
tu
3
35mm, s ~ n ~ l c - l e nreflex
s
c:lmer:r. Estimated cust
~i
M, W
6-9:30 11.111.
Rnl.
OM I
I n t r o d u c t i o n t o H u m a n SOCICL~
iilm, ctc.: $200-225.
c<~ntrolthat shalw the clirccrion
Jl~ristiansen
our Il\,cs! H ~ n .Ire
v
the rules ;rncl cxl,ect,ltions o i 3 c ~ l l t ~ or
~ rSeO C I C ~ ~
~lc\~clopecl,
ancl \\,lmr c<,nil~clsus t(> confilm or break
tlie~n! W h a t Iinlcls sociel)' ttigethcr nnrl s,Ii;rt causes
liist<>ricala~iclsucinl
Finr ATO
ART 102-S
Dcsign
Arc thcrc soci:rl inilucnccs hcyoncl our i ~ n ~ n c c l ~ ; i t c
Peril~~'clitc/Sk~Il/'LAF:l1~Ij111)En~fil n:l
M l ~ b r. q ~ ~ ~ r e , n r ~ n r ,
Ae,theuc I'i7.rl~~~l~re,
L A F m FIII~ Art,
1.4.30 p.111.
7; TI1
Ilnl:
Fou Tlicctv~
A sturly oiilcsi.n
Tom
Hln.: O M 4
the visual nrts- Two- ;~nclthree-climension31 projects
ART 2 2 5 3
Graphic Design 1
and principles. Supply fec o i $65.
This course is n n i n r m ~ i t ~ c t ~too the
n principles nncl
Penpccur,JSkill/LAF:
~pcrson;lli ~ l e n t i y ! Wli;lt is U.S. culture like toclay.
14:30 p 111
Aothcrlcr Per.\pecr~re;
Sl,eaklnK
Bowdcn
tccliniclues oigrnphic clesign usina page I;lyout
sr)ttware. E m p l i ; ~ r ~wsi l l be placecl 111- clesirning
M. W
l1m. O M 4
with text and image.
Pc.rspcc~it,e/Sk~II,'LAF: Ae,lhct~rr Pers~c.c~zre;
Spcok~n~
alicl \\*lint arc ~ t sliiatoric;~lr<,ot.r! Tlicsc arc the k ~ n ~ l a
Skill; L A F 111 FIIIC Art,
oiquestions that u.c w ~ l;~cl~lrcss.
l
Put siniply, t l i ~ s
ART 107-S
ct,llrsc Intcrmg.ltcs the nicaning ( > i l i ~ ~ ncxpcrience
~;~n
Drawing
u ~ i r l i i n; ~ n r through
l
aoci:~lgroups and s<,cicty.
Stu~lentsuse tr;lrlition;il meclia t u clevelop technical
Rn.: O M 16
T, Th
clem~instr,~ting
the use ot the h;rsic cleaign elements
Sk~ll;L A F 111 Fme ATIS
M. W
6-9:30 11.1n.
:I> the uniiying f<lunLlnti<,n for
circ~~~nsr:~n
impact
c r s our scnsc oiseli:lncl even our
1-4.30 ~,III
McCartncy
Per~pect~r'e/Sk~ll/LAF:
Aerthelic, I'~.n\,ectirc; L A F 111
soc 121.S
soci:ll c o n t l ~ c t ?How
cl;las time wquirecl.
P e r s p e c u r e / S k ~ l l ~ FL: A F 111 Flne Arls
: SCI 205
ART 1 3 2 4
i111i1 1i111icIs
ill the c ~ ~ \ , i r ~ ~ i ~i li li \V
eIC~
I i t s \rre live,
~pl;~y,
nncl ) m y . S t u ~ l c nI;ib
t k c o i $ l l O will hc
Bolln~an
skills nncl exl,l(>rc clcscr~pt~ve
;and experimental
6-9:30 p m
M, W
Knl.: I'os, ZZH
ART 3 3 0 3
iclcns ior perceptual a~iclc<,nccptual clrawilig.
Graphic Design I1
Emp1i;isis is place~l,117 fc>un~l;~tio~ial
rlrnw~ng
A n ;~<lv;~ncecl
stucly o t Inyour, typography. :~n<l\,isuol
Bowden
COIiCCl>tS.
Illlalery tilr print p r o ~ l u c t i r ~using
n
the co~iiputcr.
Per~l,ec~t~e/SkiIl/LAF: A e \ r l t c ~ eI'erspect~~~e;
~
L A F 111
IncluJes iclentiiication ()i
design ~ i r o h l e ~ n;rnJ
s
Fine Arls
6-9.30 p,nl
~ p r e s e n t a t i to
~ ~tlic
i clic~it.
T, TI
I1m : O M 17
Prcrcq.: A R T 225
6-9:30 1, n~
M, W
C'.
BUS 4 4 0 3
CHFMISTRY
r10ral Imaging
J.
pain:hrurll,
I'rcreq.: Any A
8:30
pencil, pen, .~ncl
prczsion.
COII~III~II~~C:I~
, MIS. or C S C course
11 111 -IIO.,.*
K111: Fur, 22U
Gybcrg
Chemistry f o r Changing T i n i c s
:rnJ \cctorb.
the context o f ntlmcrous acicncc-h;~rccl ~a.rtlc.*
I n <,ur
rel:itions. I t tuliills the Ecluc.~rionL l c l ~ , ~ r t ~ ~ l c n t
Prcrcq.: BUS
c\vrycl:ry I~vcs\r'ith the gn;~l~ >atuclcntt.
f
II:I\.~II~ :I
human rcl;lrion\ :inil M l n n c o r a A111cric:ln 1nili:ln
Insrluctol
h,lsic ~ ~ ~ i ~ l e r a t i( ~~~tllc
ti ~ sl ~c inel~: i ~helii~icl
e
i~sue\
r e q ~ ~ i r c m e nancl
t s i.*:II opticrn \\,ith~nthe liccnaurc
Iprcscnr 2nd i n the filturc.
progr,l m
Prereq.: M P C 2
6 9:30 1, m
Painti1
-Solving f o r Busincss
Isaacson
c ~ n p l i a r i z ~ n~nrli\,lJu;ll
g
cxprcsslon.
This cuursc ap
~rl\,;rncccl.*ofn\f;~rcc;rll;~hilitic.*
Prerrq : A R T 1 18
like m;lcr<,s. SI
ancl Scenario Manager i n
I'~~rspecu~~e/Sklll/LAF~
Ac\rlletir Perspectin
Fdne Arls
Microsoit Exec
6-9:30 11 III
h~~siiiess
t h r o ~ ~rlrc
~ l uze
i
o i rcnl~srichus~ncarc;lscs
OM 17
Prcrcq
L
L A F m N~IIIITCII SCICISCS
8:30
(ILIII.~IOOII
E D C 4901580-S
(111~1MLII~ICIII(IIICI
T, TI1
K111: SC1 212
BUS 2 4 2 3
:
Scrcenwriting
M PC? 3
. SVE 205
Lazaridi
This is n Ihyhricl coursc w ~ t h~n-clnss.*c\alont, : ~ the
t
P.
Cerrito
I~~J*.CI~LV/S~III,~AF.
S*i<ll W(n11 Ih\\*.cl~<v,
W ~ l l l lSkill
l~
Principles o f M a r k e t i n g
8:30
Mcziou
marketing
Legal, ethical, c<,mpetiri\~e,ecc,n<,llllc.
.rncl tcchnol~~gic;rl
t;~ctora as they :~ttectpmcluct,
rc~le,~i
the
price, Iprolnotlun. ;rnJ clistrihut~unclcc~aion.\.
6-9:30 1)
III
M , \Y/
I<>n: O M 13
11111: O M 16
Advertising
1. C e r r i t o
Personnel i u n c t i o ~ In
i business, acquisition 2nd
A n intrc>cluctic,n
stu~lentstrum &tory outline to tlie
creation
Mcziou
scrccnldny cl~;lft.I n aclLlition to \vriting thcir own
,I.*
import:~nt
K- 12 Reading Assessment
The .\tuily c,t stuclcnt rencli11gclevclopmcnt, the
knou.lc~lgenncl usc ofgntllerinl:
cliscus*ic~no i nesthetic.*, cr;lit, ;and ft>rm.
of stu~lenrs'~ e : ~ c l ~ n
:lnJ
g , clesigning : ~ ~ ~ p r o p r i : ~ t e
July 7, 8, 28, 11nc129 10 < I , ~-6
I pm
llm : O M 18
intercultural C o n l m u n i c a t i o n
with the gn;rlz o f the i ~ r mnnrl soclcty.
:lnJ h:incls<,n I r : ~ r n i n gtc>ols.
Prcrcq
6-9.30
6-9:30 1,
111
T. Tb
Rrn : SVE I
Lpakko
~ m p l i c a t ~ u nfor
s communlcatl<ln, ~ n c l u c l ~ n g
Kt11: O M I 3
cuursc is rcqu~rccltbr stuclcnts oht:linlnu thcir K-I2
C<~rcq.:E D C 510
This course explores c u l t l ~ r : ~
~liiierenccs
l
;lnJ their
TI1
Cllnicnl rxpcllcncc 11~1urh\v11I he ~ n c l u ~ l c iTl h c
Rc.lcling Tc.~chcr ILiccnzurc E n ~ l o r s c n ~ c n t .
COM 3293
clcmcnra I n moclc~n m ; ~ r k c t ~ n:lnd
g
T
; ~ n r .l ~ n n l y i ~ nclot.r
g
re,~cl~ng
curriculum hnrecl o n this inforrn:rtion.
com~nunicat~rlnsThis ccnlr>c conlhines classroom
p III
Jacobson
~ i \ , ~ n~letailecl
g
critical analysis :~nclc11u:iging I n
relat~onshil>s;cifecti\,e integr;rtiun o i thc worker
BUS 242 rrr consent o f instructor
EDC 508-S
analyze work jr.1 Ittcn hy each mcmhcr o f thc cl;r\s.
~ ~ r i l i z a t i oof
n l i u m : ~ nresources; clesirahlc working
:
RI~I . SVE 2
scriptr, stu<lcnts will re\,ic\v feature f ~ l l n s.lnJ
print, brt,;l~lcazr,;anJ Wcb-
hnsecl a~l\.ert~aing
.~nclprorn(,tion
M, W
<I.III- t ~ c , w ,
of 3
Prcrcrl.: E N L 220 or 221
MKT 3 5 7 3
BUS 3 4 0 3
[)cl1:11tlnent
coursc i n writing l i ~ film,
r
this courac will t:lkc
( > ~ g a n i ~ ; l r ~srafilng,
on,
plnnning, ;incl control. T h e
professional Iilnnnjier
I'rerecl.: PPST :lnJ nclm~hsionto the Eclucnri~>n
online acti\,~t~esi n henrjeen. Air intrucluctory
Prunc~plcso f h;~aic~pollcynncl >tr;ltehy iasucs i n
nature ot authority, accountnhilily, nncl
;I.;
f ~ n a lthet,rctic:~l ~p~el>:rr;~rion
k , ~htudcnt tc:rchina
MKT 2 5 2 3
De\,elupment o i the tlieory o f manncement,
H u m a n Resourcc Management
Erickson
o n ~ p ~ not\,ic\v
ts
.~h<,utthe rc,lc n i
E~nl>li;is~&
Ic:lclc~ahil, .lncl prc>fcba~<~n.~l
clcvclr~p~iicnt,
Scr\,c\
COMENL3283
h e c i n n ~ n g:rnrl c<,nclu.*~c~n
<>f
r h ~ acourse, ancl
M, W
School a n d Society
&chor\li n m o r l c r ~ocicry,
i
rclat~,,llrIiil~s\ v ~ t h
other simul:~tionanil
KIII
6-9:30 11 rn
1<111: SVE I
~ p : ~ r u i t s a nct>mmunity,
il
cc>ll.~b~>r;~ri\c
~noclcla,
:
I ~ the
M , \V
l'cr~\~cc~~~~c/Sk~ll/LAF.
NOIIL~C~I
W,,TICI 2 l'en\~ec~~rc;
AJVZ ucly i n ncryl~co r o i l p ; ~ i n t~necli:~
responsihiliry; ;~nalysisC
Grcsczyk
This cour>c cs;rmines 1i11nr:lncli\,errir) :lnJ 1111rn:ln
:
Principles o f Managelnentz
DivcrsityA4inncsota American lndians
This courac i n t r < ~ ~ l u chnslc
c s clicm~stryconcepts i n
SVE 206
ART
EDC 2061566-S
CHM 1 0 0 - B
st \fis~1;11
i111,1ges u5i11g
Explor;rt~unot rhe creal
the colnpute
~crrito
cliffcrences I n \,nlues, norlns, soci:ll illter:~ction,:lncl
coJc systelns.
l14ly 5-10
8 ,I111.-3p 111
1111s11-17
8 <I
I:IOOI
KIIL : SVE 1
Hnnunhce
Elemcnu~r~
Schr,ul
PL'~S~CCL~I~C/S~II~/LAF:
I ~ ~ t c r c ~ ~Auclrcnerr
l~unll I
Penllucli~e
6.9.30 11.m.
P~erctl.: ELIC 505, EEI) 520, ESE 500 or conacnt
01 ilist~ ~ c t o r
M, W
lt111: L I N 16
,y,
sess Iot1
SPE 4241524-S
Jacobson
SPE 4 3 4 1 5 3 4 3
Etiology a n d O r i g i n
o f Learning D i s a b i l i
Tcaching C o n t c n t Arcas to
Studcnts W i t h L c a r n i n g Disabilitics
Staff
T h ~ scourse w i l l rcncli stuclenrs to iclcnt~ty,:1~1:1pt;rncl
I l i a i ~ i c l ~ ~;II~
~ l i~~.cleptl>
es
ENL 2 2 6 3
I n t r o d u c t i o n t o Creative W r i t i n g
Reiniringcr
implement clcvcl<~l>~ncnt;rIlg
apl)rt,prlate inatruct~cjn
i g ~ l ~ s a h ~ l ~ t as
i c .\veil
; , nr
th;rt suplwrt tlic 1e;rrnlng oistuclents ~rlcntiheclSI;
h a v ~ n gIcnrning r l i s ; ~ h i l ~ t ~ cT\h. e cuursc \vlII
spccificnlly toeus 011the arms o f rencl~ng,w r i t ~ n gn ~ i c l
$00, or
lulv 18-31
8
(4 rn
ALIPLI~~
14
8
(1
.lu,un
Prcreq.: ENI. I l l or 112 or t l O N I 1 I
~>rc~hlem-sol\,i~ig
sk~lls. Tlierc \vlII he n str(>ng il>cur
Perspcct,~r%\'k~ll/LAF:Ae,uhcr~csPcn\>eclwc;Wn~irrgSk~ll
on the mr>clif~c;~t~<,na
~nvol\.ccli n tlicsc areas :rncl the
1-4:30 p.m.
R~I.:'
~n-3p.111
~
Rm.: SVE 2
~
8:30
~
'1.111
-11oon
~
~
,
~ I<III:
SVE
b
206 ~
Elementary Education E a r t h Sc/
Stangl
1
This a ~ u r s cis clca~gncclfor clcmcnr,~rycclucnti~>n
~ n i i ~ jia~i~l
~ r s inclu~lesart11 science " I i i ~ n ~ l s - ~ n "
~nrluiry-h~aerl
:~cti\'iticsthnt m r ~ d e the
l
te;lcIi~nganrl
learning process o i s c ~ e l i t i i i cInrlulry. Meets bnsic
eiirtIi SCICIICC
s ~ ~ b j rmatter
ct
.*tnnrlar~lsk,r ~ n ~ t i n l
I~cc~ist~re.
6-9:30 11.n1.
M, W
Rln.: SCI 19
Etiology and O r i g i n s
o f Learning Disabilitics
Kclley
This course will focus un the li~srory;and context ~i
I c n r n ~ n gcl~sahilirics(LD). This incluclcs :In ~n<lcl>tli
look :it the origin o t Ienrnlng dis;ihilities. S
I: \\,ell
V:I
SI;
ious thcorerical moclcls (sc,ci<,loylcnl, hioloaie:il,
psych~~logic;rl,
cognitive, nil beliaviornl) :ippliecl to
u n ~ l e r s t : ~ n c l ~Ic;~rning
ng
rl~s;~bilities.T l i e course \\,ill
also provicle a critique o f current p h ~ l ~ , s ~ ~ p l i ~ c : i l
pc'sirlons I n the h c l ~ l . St~ltlentswill also ncquirc
ESE 4 9 5 3
~
H
~
kno\\,leclge rclateil t ~ Erccesslng
,
~ n i < ~ r m n t i rele\,:rnt
nn
~~~~~~~~h~
~ ~ i ,
~
~p e t~
c~
r s o n ~:c p p to tlie i i e l ~~
l I m)
r ni
i n g clisab~ltties.
Tliis cuursc is clcs~ancrlS
I: an ~ntrn<lucriolito the
6.9'30 Illn
T. TI1
principal concepts, aplironches, ancl pcrsl,cctivcs ~ > i
SPE 4241524-R
the sturly nige~ljir:lpliyt h r o i ~ g l irhc exn~l~in;rtlon
of
Etiology and O r i g i n s
world gc(,grnl>liic pzlttcrns ; ~ n r lprocesses. M:~jor
o f Learning Disabilities
JcnscnISmith
topics i ~ ~ c l u~~pl o
c p ~ ~ l a Jt i~~s) tl ri i h u t ~ ( cc~ltural
l~i,
Tliis course will f<>cuso n the history ;~nclcontext 11i
cIi~~r,~cteristics
ancl ce~ltc~r:rl
I:~~i~Isc;i~
po
~ le~st ,i c a l
Ienrn~ngrllsah~l~tiea
( L I I ) . This inclucler :In i n l l e p t l i
~ n t c g ~ a t i oand
n clisintegrntion, ecc~no~nic
InnJ use,
look at the w i g i n o t learning disabilities, ;is well as
settlements nncl urhnni2;rrlon. This cuursc w i l l meet
various tlieureticnl 1110~1e1s
(sociol~g~cnl,
hiologicnl.
the M N St:~n~larcls
o f Eifecti\,c Practlce ~n
~psycliologic:~l,
c(>gniti\,c, nncl helin\,ior;~l) npplicJ to
Gcogrnphy for micl~llcrcliool nn'l high scli<,crl social
~ ~ n c l c r s t a n r l ~learning
ng
~l~s;rhil~ties.
The course will
\ t u ~ l i c sI~censt~re.
also provicle a critique ot currcnt p h i l o s ~ ~ p l i i c ~ ~ l
6-9:30 11,m
T. TI1
Rln. L I N 16
pobitions i n the i i e l ~ l . St~lclcntsw ~ l ;~lso
l
;~ccluirc
ENL 2 2 7 3
Jorgcnscn
cn~pli:lais(>nw r i t ~ n gt<>rhro:lrlcaar nncl onlhnc mecl~;r.
Staff
S t ~ t r l c ~ i use
t s nn ~ n t e n s i \ v~pr;rcticemc~clelto learn
Tliia course \\*ill tcncli stuilcnrs to iclcntih, adapt,
tlic h:isicb o f ~~e\\,sgntlieri~ig.
~ r i t i n g 2nd
,
prorluct~on
. i ~ i c Iiml~lcrncnr~ l c \ ~ c l o l ~ m e n t na1>1m?~ri:1tc
lly
ic>r telcviaion, r n ~ l i o nnil
,
tlic Internet.
instructi(>n that support the learning ( > i s t ~ ~ c l e n t \
Prcrerl.: E N L I1I or 112, o r HON I I 1
iclcliti ficcl ;I> I i ; r v ~ ~licg; r r ~ i ~ ~ li g
i s ; i l ~ i l i tT~hce~course
~
Pcr.,l,ccuti./Skill/LAF:
CII? I'crrpecure; W~IIIIIR S k ~ l l
w ~ l sl>cciticnlly
l
tc,cus <In the nrens o i rcncling, writing
Rln.: SVE 205
: i n J libtening comprcliena~on.m;lth, re;rsnninK, 311'1
Ipr(,hlcn~-sol\,~na
sk~lls. There will he n strong iclcus
<In tlic mc~cliiic:itionsin\rolveJ i n these :lrens ;inJ the
6.9:30 p.m
ENLICOM 3283
Screcnwriting
Lazaridi
This is n hyhricl courae w i t h in-cl:~sssesrlulis nr the
process invol\,ecl.
M, W
Rtu :
SVE 2
h c g i n n ~ n; ~ nconclus~on
~l
o f this course, nncl online
acti\.~tiesi n hct\rzeen. An intr~>clucrory
course i n
writing for film, this coursc will take .;tu~lcnts i r u n
SPE 4341534-R
I<tn : O M 16
1<1n: SVE 206
An introcluctr,ry nc\r,s\\,rit~ngcoursc w i t h :In
Tcaching C o n t e n t Arcas t o
Studcnts W i t h L c a r n i n g Disabilities
SPE 4241524-T
I
M, W
Journalism
~
SPE 4341534-T
--- - - - -
:lncl creat1t.c pr<>ac.
Ilstcning coniprelicnsio~i,1n.lt11, rcasoliing. :and
Tcaching C o n t e n t Areas t o
Students W i t h L c a r n i n g Disabilitics
stol.y o e ~ t l ~ ntoe the creation o f n scrcenl>lay <lr;rit. I n
Olson
a d r l i t ~ o nto w r ~ t i n xtheir mrrn scripts, stu~lcntswill
Thls course will teach st~~clents
to i ~ l e n t i 6 :ic1:1pt
,
:~ncl
i r n l ~ l u ~ i u~lcvclopment;rlly
it
npproprintc instructi(>n
tli:it support the learning elf atuilents ~ c l e n t ~ l i e3s
<l
having learn~ng~lis;rh~l~ries.
T l i e coursc rvill
c ~ a t t nncl
,
hr~n.
sl>cc~t~cnlly
tocus on the arcns o i rc.ltling, writing : ~ n t l
Prercq.: E N L 220 or 221
listening comprclicnsion, m;rtIi, reasoning, nncl
]MI? 7.
~pn,blc~n-sol\~~lig
akills. There w ~ l Ihc
l n strong h c u s
c>n the mocliticatiolis involvccl i n tlicsc :rrc:ls and the
planning Iproceas i n w l v c ~ l .
5:30-9 p.ln
M , TI1
I<ochc~~cr
CLII~I
8.28, alul 29 10 ( 1 m 6 D m
1<111,: O M I 8
ML 580-S
Ulson
c(>mmun~cntecle:rrly with <leaf nncl hard-oi-liear~ng
~wol>le
C o l l o q u i u m o f Contemporary
T h c o r i c s i n Leadership
Link
T l i ~ sdccclcrntcJ cmlrac 1s an ~mmersionclass that
oilers
;iaclccti~>n
o
i Ie:~clerahipthe<>riesi n class plus
cx;~ml>lcs<>i.rl,l?lic.rt~onthrough rite viaits Sturlents
chc,osc n Icaclcr tor ~n-clcpthst~lcly;lncl ~p~eacntation
prclecl : ASL 101
Pcr,\>cc~i~,c/Skill/LAF:In~crcultlm~l
Auorcness 3
Prrspectir,~;Modern Lulgllt~ge2
T, W, TI1
Knl : SCI 212
B e g i n n i n g Sign Language 11
Trainer
6 8:30 1) m
This course has :In <>n-linecolnponcnr Successil~l
> n , nceila, or 1 ~ 1 o~f ~ s
the ct)nrtitl~cncy
aol>lc, erg,
OF~.C.IIPI
Spulibor an<[ 1 - 0 1 O l r o n i n the Centel- for
e.
;~aaign~ncnts
klcilb On . ~ l ) l ? l i ~ , ~ 01
t i oc(111rse
~i
Cwk, ,lncl Learning rcgnrcl~nl:rcqulrementa
P-
tlic orc;~nir;~tlc,j,,
kno\\,lc~l:.c. ~ ~ n J c r s t a n c lhi
in~
\rr~rkpl.rcc,nncl ;an .~\v.~rcncs\
o i a ~ ) c ~ c t lasues
nl
that
r
I&S
c o ~ n l ~ l c t ~oof nthe course t l ~ l t ~ lwnc
l s c > i the pnl,cr
n crnsliip. Students must cc>nsult n r l t ~ i
c o l i i l i i u n ~ & ~ ~ r c rcqulrc~,m t e c t i o n
m;ly .ltfcct the u.r>rkpl;rcc, Stuclenrs
,tl~IIent
'W
hns.ani~/<,r
-
-
I
-
I ~ ~ r ~ ~. -i i s aregister.
~
P/N graclinc only.
Sntist;lerc~ry co117
" h ~ l i l l the
l Augshure
,IIILI
#LC
Exl>cricncegr;icl
~irel~le~lt.
~ p e r l n ~ s s ito
o l ~rc;i\tcr.
ML 520-S
Sclf-Identity, Values, a n d
Personal G r o w t h
L i f c t i m c Activity:
Fitness W a l k i n g (0.0 credit)
clapp
Prcrcq : 6 M A L c<,urscr
Jul) 9. 11, 17, 6-10 p tn ,July 14, 8
synt;m of ASL Stuclenn obsenv the clcmonstrntion o f
(I 111 -n,xn),
RI,I,
11,1> 18, 6-9 p 111
<,;(
nll,v 11111,CC
T ~ I cc,urrc
*
l o r ~ k s,it rlic cc>nccpt o f uni\,c~-s;ll
Lashbrook
r
ii N I I I
t
Knufman
S t k l ~ l c n \t v ~ l ~
l a r t ~ c ~ l >i inl t;Ichcrlc\ o f a c ~ i i ~ ~ i n r
i s
n ~ > l ? l y a~ ~hisi gto^ ic;ll Ipcr\l)ectl\8e
al'enking, reading, ;and writing o f elemental y
I I ~ ~ ~ ~ I ~
~ It n~icl
,~ K L\r,h;rr
~
~t can rencli you ; ~ h n ~YOIII.
lt
1 I
soc~oec<,nomic
forming Intcll,crst~n:~lr c l ; ~ t i ( ~ n s l ~with
il>s
explc~reyour \,lsl(>nsh r the future ;IIC~ I10\\, to 111:lke
~~c~s<,ns,'c)r~an~:atio
in1111
~ i a a n o t h e ~culture; nncl
~IICIIIr c . ~ l i ~ M
) ' .i j c j r n a a ~ g ~ i ~ ~\YIII
~ e be
~ i t.IsIlk btory,
I o o k ~ n g:lt
l ~ i crnol', .~nclonline journaliny. Cclursc in\,<,l\,c\ ;I
(>f\,ocatic~n,
helicirysrcln, ancl uni\,crsal
three-hour nricnr;rt~<~n,
nr,c~-~l;~y
retreat, online
Ic;lrninl:, .~nclfi~ll-cl:lgclos~ngsca.rli,n, Scp;lr,lte n,om
"'"hO'll\l
Moo , JILI?9. 69:30 p.111, ~111<l\;I[.. AII~~UI11, 9 <l.m4 ~ ~ r n
CIIII~IIB*IZC
s c l e c t i ~that
~ i ~ 11~111\~II(ICI~IS
to th111k
(ICLYHLI?
WA>IIJII
""
~/II(IIIIIIIU
TILS)
RI~I: CLII~II~Rln, CC
critlc:rlly, u ~ r c l c ~ ~ rt~lnclcas
n n ~ l icle;ls, libten c a r c i ~ ~ l l y ,
.~litl~p~otession;iI
gc>als~n terms
I~CYSOII~~
T
111
TI1
.
A
OD
A
A S L 102-S
ML 5 3 0 3
cclucation, .;oci;~laclcncc, ;lnd I:lng~l:~gc
;art5 m:ljors.
Ethics ill C o m n l u n i c a t i o n
T h ~ ccollrrc may XIS,>
he r:rkcn &)r gr.~clu:ltc crcrl~t.
Tlir<rugIi the in\,cstig;~t~on
o f a variety ~,fetliic~~l
syntax c l i ASI..
For rcgl*tr;rtlon c<>nt;lctA n n c K:ruinl:ln (612-330-
~pcr\lwcti\ca.this cc,llrse i c ~ c u s con the use ;lnJ
o t 51:ns. ~practicctlicll oir.11.;ign~ng.and Ic;rrn the
B c g i n n i l i g Sign Language I1
I I 8 8 or ~ ; I ~ I ~ I ~ : I ~ @ ~ ~ ' ; I ~ I ~ S I ~ I I ~ ~ . ~ Lnhr~se
I I I ) ~c>ic<>1nrnun1c:lrio11
i n 1)11I1ties,ail\,crtib~~ig,
.4 11.n1.
(I !II
11111: OM 29
~ ~ i t c ~ ~ ~ ercl;~ti~,n.*liil,s,
~ s < i n a l nncl s,,ci:~l an'l
o r g , ~ n ~ z , r t ~ rctt~ngs.
r~~i;~l
6-9:30
11.111.
T, TI1
RIII,.
OM 10
Steinnletz
~
Sl>nnlsIi. I n t ~ o ~ l u c t l oton the c u l t u ~ eo f tlie Spanisli-
Pers~ccti~,l./Sk~ll/LAF:Inr~.rcultun~l
Au,ure~~e>s
3
I'enbec~i~,e;
Modern Languns 2
8:30-11
'
In
7; W, TI1
Rm : O M 26
SPA 1 1 2 7
r e \ l x ~ n s ~ l > ~; l~i t ynclohal
~l
cnnncctcclncs.
6 9.30 1,
ancl qucstir~nt h ~ r u g l i t i i ~ l lTliia
y
cr,tlrac ia iclcal k,r
Lapakko
i
s p m k i n ~mirlcl
i l c \ c l c > l ~ ~a ~
n i ign t c r ~ l i a c i p l i ~ i : r r y / ~ ~ i t c r ~ ~ ~ r c ~ i c s s ~ i ~ ~ i ; i l
Prcrcq.: SPA 111
;~l,~r<lncli
to ~p~cthleln
\ol\.ing :uncl \,aluc n\rralcness;
c:illhng .rnd living o n ;~uthcnticlitc. YOI \\,ill alsu
cliscus\~onli~llc,\\wng the P a ~ c l c selnin.lr
~:~
torm:it 3s
3
Tlu, ~.o~tr,rr t ~ lhr
l held /rrm J~rly30-A1lg11\[
I1n1: O M 25
Ai111s to clevelop four hasic skills: i ~ n d e r s r n n ~ l i n c ,
arc ~..lllc~lto Jw ;lnrl h ~ \ \Y,W c;ln
~levclolieclhy M w t ~ ~ n Acller.
er
Sc~n~nn
tol,~cs
r
8:30
M , T, W
uccks i n N~cnr;i:u:~ C o u ~ s c<>hjccti\.csincluclc:
YLILI
exl>h?reyoilr ow11 I~tc-the i;ict<,ra th:~th:lvc
Paidcia S e n ~ i n a r s
I'erspectir~c; Modern Lon~t~ogc
2
6.8:30 1) m
tliat clccpcns your u n c l c r a t a ~ i c l i ~
I iI~\\,lie
~
you ;arc,
\\hat
I I
rllscil>line I n Nic.ir;lgu;~.rnrl thc U n l t e ~Sr.rtcs;
l
INS 2553
ASI. 101
SPA 1 1 2 . ~
~
~
span& 11~
iI
\oil1 he ahlc t ~i~nclcr.mncl
>
ancl ~ l c m o n s t ~ - . h;~aic
~tc
11111,: MUL 206
:
Perspect~c~e/Skill/LAF: Intercultun~lAwnrcncss 3
history [,iU S relntio~is This cotllse includes two
ancl prt~t;.ss~(>n;~lly.
To iillilll tIi:lt Ipurposc you will
T, TIl
Prcrcq
The ~ p u r l x ~ or ci this courrc ib to txcilir;irc r c i l c c t l o l ~
~ i r o l > l c ~ nco~iiparing
s;
the stt~clenr'spnrticula~
6-7.45 11.n1.
exprcsions nncl Lrnly language necrlctl to communicate
r c ~ ~ x ~ n s;ind
~ hc ~
l o lh ~; ~tc(>~incctcrlncss
l~
rlir(luali the
a u t l ~ c ~ ~ t i ccontrihute
~lly
:lncl grow hotli l>crson.llly
;and rules ,,i the :ncri\wty.
sl:ns, plnctlcc their o\r8nsigning, n n ~Ile a ~ nthe hcinl
clc:~rlywith cleoi:lnrl Iharrk>f-hearing people.
it^^,^^^ ~~~i~~~
cour.rc,\
~~~~~~~~l
[(,Iml,ro\,e
prL,iicicncy
in a sclcctcil
pl,yaic:llnctl,,ir): Stuclcl,ts
s k ~ l l rsrr.ltc:T
,
A S L 102-T
A n introcluctlon to ~ l e a t c u l n ~ nncl
r e tlie signs and
Topics: T h c U n i t c d Statcs, G l o b a l
Connections, a n d U n i v e r s a l Responsibility:
A Nicaraguan Perspcctivc
Bidinger
ncl get
HPE 1 0 2 3
B
ML 599-S
\ritIi I.i,is OI,~II 111 rIic Center, ; ti,r
:>;&s
2nd lLc;~rn~ng
regarcling rcqwrcmc
~ c ~ l ~ ~ ~ ~ ctor
~iM
i c An Lt .Plan
\
Mikkelsoll
A n Introrlucti,,n
tc, <lea(
cultllrc;lncl
nnil
Scr~clenthohserve the ~ l c ~ n o n b r r n t i o n
h c i a l cxl>rciai~>ns
;inJ lhocly Inngu;~:.e necclecl to
B e g i n n i n g Spanish I1
Steinmetz
Aims to ~ l c \ ' c l t ~four
p bns~cskills: unrlcrstnniling,
apcnking, rencling, and writing ()i
elementary
Sp;rnlsIi I n t r ~ ~ ~ l u cto
t ~ the
c ~ nc u l t i ~ r co f the Spanishspeaking a n ~ l c l .
Prcrcq.: SPA II I
-> ,
w
Pcnpec~i~~c/Skill/LAF.Il~[crculrr~rr~l
A~wrrcncss3
I'cr~llcc~n'e;
Morlerrl L l n ~ l u ~ g2e
68:30 1, tn
T W,TI1
l1m : O M 26
~
i
sesslor
I'cnl~ecrit~e/Sk~ll/LAI:: Soc1<11
World I'cr\l~ccur,c,
.nus
F
NUR 5 6 2 1 W S T 362-Sr
1600s
Holroyd
,111~1 Sel~or~~onzl
SCICICC
L A F 111 Sucl<~l
.
I-4:30 11 >II
7;Th
l<n~.OM16
W a l k i n g t l i e Truth: r
Culture, Gcndcr. a n ~ ; H I \ / / A I U b
i n Sub-Sahara1
HailongaLeuning
W a l k i n g thc Truth: Culture,
Gcnder, and H I V I A I D S
in Sub-Saliann A f r i c a
Hailonga/L.cu~iing
ica
l i e
1,
Suh-S;ili;~r
tlmc
HI*
T l ~ cnatural
t l u c ~ i c co i
+~ncle~iitc
in
%,ioloky,
REL 2 0 0 3
T l i ~ sh n ~ a ~ l - h : l scourse
c~l
cxpl<,rc\ the ~ n f l u e n c c
C h r i s t i a n V o c a t i o ~ and
i
the
Search f o r M e a n i n g 11
o i c u l t u r e and g c n ~ l eo~n tlie t l l V / A I I I S
Q u a ~ i b c c kI1
Thib course i(>cuscson .irticulntlng stu~lents'
cn\,n tlieolc>gicnl ~ ~ u c x ~alicl
~ i pcts~tions
~ i s
;)nil
once?
~ ' e r s ~ ~ c u i ~ e , ~ . ~ kL~Al lF/ ~
111~F~ne
F . Arrr
T. Th
6-9:30 11.n~
M U S 220-S
Worlds o f M u s i c
ilenkovic
A sur\,ey o i lion-Western ~ i i u s ~ c . i l
Europe, A t r ~ c ; ~
:inJ
, Asin \\,ill he covereil (luring this
c,>11r1Ic.
Perspec~~vc/Sk~ll/LAF:Aorhcucs or lnrcri.~tlutn~l
L A F 111 FII~CArt5
Auoreiles5 I Pcr~pcst~t,~.;
T Th
MUS4963
Topics: JazzIContcmporary
Music Thcory
\.olvccl i n curbing the crlbis.
un~lerlyingcultur.ll belieis, \,.llues, ancl trn~litions
flint hot11 p r o ~ l i ~ i.rnd
t c Ih~nclcrthe prcacl
~ n u s i ccultc~rcro i N o r r l 1 nnil ~ c , u t ~ r A n i c r i c n .
8:30 ':.t,b.-nuon
i n tlic ;i~e.isc ~ h~hllc:ll
t
intcrprctat~onnncl rlic
11111.: M U S
HIV
u , i t h ~ nAiric:ln l ~ o p ~ ~ l , ~ t iTul i~ci scc>Llrse
.
is 1 : 1 ~ 1 ~I n
llt
Milc~ikovic
Ii~stc,r~cnl.
cultur:il. : ~ n dglc>h,il contest5 o t
tlieoluglcal, n n J ~polit~cnl
response* to the
clise;lre :ire c s : l m i ~ i c dt l i r c ~ ~ ~rc;~rl~ngs.
gli
atructurcil tli;ilog, and >crr.~cc-lc:irl~~ng
C1iristi:lnir). ;~nclother uorlcl ~ e l i g i < ~ ~ i s .
eupcrlence \\,it11 ~pcrsolisacti\fcly invol\zecl i n
E\;llu;lt~on hy qu~zzcso n , and rcalx>nt.csto
curbing the crisib. Critical reflection on tlic
r c n c l ~ n ~;ind
s , kwr tlicol~rgicnl position Iyapers,
u ~ i c q t ~~; n~ilc c t i o nrates hewccn \rromcn ;~ncl
P ~ c ~ c i lR
. :E L 100
8:30
'I 11) .noon
liicli In Airled illll~lii~i:ltcs
11lidcrIy111g
~11Itllr.1I
T Ti
KIII : SVE 2
h r l i c h . r:iluc\, .ind traJitiona th:rt I>c~tli
N;~mihl;ii n coll.lhorntic~n\\'it11 iqiculr).ancl 5t:ltt trc>m
promorc ;inrl liinclcr the sprc.i~lot H I V \r4tliin
Aushurg's Ccntcr tor C;lr>h;rl E c l r ~ r . ~ t ~nonn~the
l
Atrican 1po1>t11ati<)1it..
T l i c ccnIrsc
Univcra~tyot Namih~n.I n this crlntmt. \r,<>~ncn'a
\r,itli klculr). 2nd srait
N:lliiibin ill c~>ll:~hc)~nt~<,n
15 tiluglit
111
Iic.iltli o i t l i c ~ rk i ~ i i ~ l i ;inJ
r a comrnunlrlc, are
SWK 6993
Asscssmcnt a n d Diagnosis
in M e n t a l H c a l t h Practice
SI:
Ihopetul ;and po*iti\.e re\pr>n\es tc, the
lhiglil~glite~l
Tliis
H I V / A I D S crisis i n Sub-Snli:~r;inAiric;i. (Fuliills the
~ p s y c h ~ r l ~ a t l i ancl
o l r , ~tlic r<>lc~ ) i s o c i n \\.urkcrs
l
prcselvc rlic health o i t l i c ~ ri.~milies.lnil
i
licoltli
I n assessment ;and cliqnosis (lment;ll
c o ~ i i ~ n t ~ n ~are
t i eliiglil~glitecl
a
ns I h o l ~ c i t and
~l
ctlllcctivc ancl i n ~ l l v i ~ l u ciiorts
;ll
to Ipmscr\,c tlie
l1m.: M U S 3
p;~nilem~
i nc SubS:lhnr;in Airica. T h e natural
liist<,ry, hioloky. :~nclc l > ~ c l c ~ n i o l tof
> ~AyI D S I n
A i r ~ c n S.I: \vcll ;is roc~<>cultur,ll,ct1iic:ll.
<,n rccogn~:ing : i n J e\.:llu;~ting~cligiousclaims
m
~NNII).
WST 362NUR 5623
gl<>hnlcxl>cricncc r c r l t ~ i r e ~ i i e~nLtI I
.i~ i i : i j o01~
min(>r
ib
i r o m Augrhurg's Ccntcr tor Glohal Ecluc.ltinn
BoisenISyers
n~iclthe Cln~vcrs~ry
<,tNa~lilh~ii.
111r l i ~ sco~itext,
women'* collecti\~cnlicl i n ~ l i v i ~ l u c: i il i o ~
ts to
an clcct~\,ccuursc wlrich cxl,lorcs
~wuti\zercspc>nacst u t l ~ eHIV/AILIS criais i n
This course \\,III ~ n c l u d cthe stllrly oih.~,~cj;izz
i n Women's Stuclle\ i n Augshurg'h (:<ire
In
lhnr~iiony.We \\.ill cliscuss n clioril-acnlc theory,
Curriculum). For cleraila contnct Sh,lron W;iclc i n
cx:llnl lies ~ ~ s y c l i ~ ~ p . i t l :II~LI
i ~ i l o~nent:rl
~y
Suh-S;~Ii:~r.ln
A i r ~ c : ~(Fuli~llt.
.
the gl~1'1l
covcrinl: major acalc hnl-mony/cli~~rcl
rcnlcs, tonic
the N u ~ s ~ nDcl>;ilVtmcnt:
g
612-330-1214 o r
clisorclert. trim n systc~iis,ccolo~ic:ll.;~ncl
cspcrlencc rcclulrcmcnt tor n 111njorclr ~ l i i n o r
\r~3de'i@3i111l:sh~rg.e~lu.
s t ~ c n g t l i \~peral>ccti\,c. Empli.lsi~it. 1p1:lcecl on
I n Women's S t ~ ~ c l ~
i l lc AugshurKSs
s
Cole
D<lter:l ~ r l y5-22. 2007
unclcratan~lingh i ~ ~ l ~ ~ ~ c l i 1 1i 1~ 1i 0
t l~~1ca ~I 011
ice~
C u r r i c u l u ~ n ) For
.
clct:lils contact Shnrc>n W:i<lc
wl1<,le-tonc x n l c li:r~mc)ny. \saric)l~se h ~ ~ r ~ I - ~ ciliri ~ l e s
tlie lirimnry clc>min:lnt 7th cliorcl, h;xbic ~nocl:ll
cycle
hubs :rncl,
i t tiliie p r r ~ i i i t s ,tonic .wstc~iis.
\ v ~ t l Iv(>l>cr
i
use (11c l i ~ ~ raymhc~l
cl
nor,ltlon a11d
;ivariety
~ ~ i s c r \ ' l csettin:..
c
T h e cclursc
the mc>st
rhc inciclcncc ;and cc>ursc ,>i
I n the Nursing L)cl>;~rt~iicnt:
612-130-1214 o r
c ~ ) r n ~ i i < ~~prc\cntccl
nly
~ i i c n t ; cl~sorclerr
~l
;inJ the
\\,dclca@nugt.hurgcclu.
clilicrcntial cttcct 111 thcsc 1;lctors on kI~\,crx
D(:tcs. 1111y5-22. 2007
s~te
1 ~ ~ ~ ~ ~ 1,l ~: ribk
ti t 1 ~Thih
1 1 i is
~ :I ~ p r c r c q ~ ~ i lor
r~,
Fee,: SI.220 m ~I~~IIIUII 10 11(111011( ~ i i d( ~ i r k ~Fee)
SWK 627 F;lmily Pr.lcticc Elccrlvc: Mental
l,l~lt,~Ic!I O ~ I ~ , ,,110>r
, ~ , 1l,Cl:l.,,
.I>
tlcaltli Pr.lcticc, :~ncl15 strongly cncul~r;~gcrl
rnlnrllvrrdrlun t1'1t1ut1
thc solmrq
al>plic.itiii~i< > tclio~~l.scnlc
thc,,ry ancl g u ~ r l ct<,~ics.
POL 1 2 1 3
lprcl>;rr;1tio11tor tlic ht.11~l i c c ~ i ~ ies:r~ii.
~ig
Ear t r a l n l n ~cxcrci\cs u.111be c<n,crccl.
I n t r o d u c t i o n to
6-9:30 11 111
Prcrcil.: MClS 101 cir cqui\vlent
American Govcrnrnc~it
Aoki
E x ; ~ ~ i i i n c~\n ; ~ j o
~parrs
r
o f A ~ i i e r ~ c an.~tional
n
L A 1 111 FIIIC Art5
A ~ ~ ~ I T c III ~Perrl~ec~~r~e;
,~
8:30 n.111 -nonu
M. \V
I<,,:
MUS 3
g0\~~111iie11r
11iclu~1111::
Cwrgrca\, tlic ~prcs~clcncy,
;rnJ
the courts, ns well S
I: cnmp:iigns alicl elections,
T, TI1
I,(II
. OM
18
<l,,<l
,,IO$l
--
-
,-
-
-
-
- - =-
-
-- ---
---
- - -
--
--
--
- -
dl
-\,
summer
o.nIi.ne.!j"~~5towgust31,m7
Summer Online courses ai-e:deliwered ow& the Inter
low students maximum
flexibility to organize'their work. Students will need
>ersonalcomputer
with a browser and'Intcmet connection. While students are
ired to log in to the
Id in work, they will
se several t i m . h week to participate in discussions and
teed to d?-this at specific times. Some classes may require occasional clasnoom
meetings and t@~:will be held during weekday evenings or weekends to
accommodate work schedules. Augsburg students using AugNet Records and
Registration to m i s t e r for Summer Online will find these courses listed under
Summer Session I
I
1
.
-_
I
POL 121-L
A m e r i c a n G o v c r n n l c n t and Politics
Hcdblorn
Suri'eys ~n.ijorp:lrts c r i Anieric:ln n:ltio~l;ll
; i ~ \ ~ r r n m e n t - i ~ i c I ~(:<,~lgrcss,
~ ~ l i ~ i g the p r c r i ~ l c n c ~ .
.~nclthe cotlrts-;rs well :la c a l l l l ~ ~ i g nancl
s clccti~~n,
fcclcr:ilism, interest grcrups, :inJ p < > l ~ t i cparrlcr
.~l
I'cr~pe~~ttre/Sk~Il/LAF:
Soc~t~l
World I or 2 I'CI~\IC~IIV~;
1-
FN
I 240-r.
L A F in Socl~ll(111d ljehi1t10rt11
SCC
IC
I CI
ECO II~-L
F
I
Pcrso'nal Financc
Principles o f Microcconornics
Intr<)Juction to ~pcrs<)naltin;~nci;llplanning ;1
I>uclgeting, crcclit manngellicnt, inccblue t;~scs,
tlic II~IIFCIIIIILI,
real cstntc, i ~ l \ ~ c s t ~ l i e n~etirement,
ts,
awl
~I~SLII.IIICC,
cst.ltc lplann~n;.
MKT 4 6 6 - L
International M a r k e t i n g
r
r:
rlrrn,
':cr structi~rcs,;rnrl ~nc(>mc
>felementaly econonlic
c l i s t r i h u t i ~ ~Anp p l ~ c a
theory to m:lrlet pol
Stcin
rnccon~)mica:the tlieoly o f
A n intro~luctic>~
,
lay he taken inclcpc~l~lently
C I ~ E C O I I @ ( > r112. E C O 112 ;rnrl 113 may he r.~ken
i t i citlicr o n l e ~ .
Mcziou
P~crcq.:M P G 2
Thih co~lrsecx:lmines t h ~ ~ s~ssuca
c
;and ;icti\,~tic.\
I'er~bect~i,c/Skill/LAF: Sucinl Wurlil I or 2 I'crs~ccr~~,c;
uniqtle to marketing I n nn internntion:ll setting.
mid I j e l u ~ ~ , ~ oSc~enies
r'~l
L A F 111 Soc~r~l
Emphasis
ib
lilnceil o n :~clnl>tntio~l
o i 3 marketin::
lniix OCCO~~IIIIC
to the ~ ~ i t c ~ n n t ~~onnnnr kl c t ~ n g
e~i\~~ro~i~lic~it.
P H I 110-L
Prcrctl.: M K T 252
I n t r o d u c t i o n to Philosophy
Ward
Thih c o u ~ s ci ~ l t r c ~ ~ l u stc~clcnts
ces
tt, typ~cnl
pliilosc~pliic;ilquestion.* (like how we kn11\\,, if u8eran
CHM 102-L
Ilnve certnln kn<~u,lcrlgc,i f there arc 11111\,cranl
~iit~r;~l
C h c m i s t v for Changing Timcs w i t h Lab
Fcdic
This is a Iccturc anil Inhorntory course tll:1t tle\.cl~~l)s
h;lsic c~lclli,trg
prinsll)lca
\\.itll tllc :15,,lml,ti,,n
tilac
~pri~lciples
\r,licrlier G o d exlsts, the nntilrc t,f the
~cdl
nncl t c ~
m i n d ctc ), to p l i i l ~ ~ s o l ~ hvocahulnry,
critical thinking rind w l i ; ~ ti t means t<>\,iew tlic
I)~~~~SOI~~IIC~~~Y.
ill the 1711y~i~;~l !vo~ILI
sturlents h3vc llttlc Or 110 I1;1ek~ro111lcI
scicnccs This liyhriil coilrse mccts for thrcc S:itunlny
I'erspcct~t~e/Sk~ll/LAF: HI(III(I~ Idetlt~lyP~TSIICCLI(,~;L A F
Inh seasion.\: 7:30 n m -3:30 p.m o n June 30. July
it1
14, nncl August
4.
Cc>u~sc
~>cri<i~m;incc
ia c\.aluntcil
\<'it1111111t
I~~SCIISSI~II
C X C I C I S ~ Salirl
cl~lizics,a11
<>ngoingj c ~ u ~ n lprojcct
al
cserctsc, 2nd the l a h o r ~ t o r y
SebLIOllS
Prcrcq
:
MPC; 3
I'ers~zc~i~z/Sk~lI/LAF:
Nidturizl World I or 2 Pen\,ecut'c,
L A F 111 Naruatl Sctencc\ 011d M~~I~ICIII~LLIO
I<m: SCI 322
I
24
H~~rntllulles
--
- P
. -
notes
d u m m r r Sess
~pplicntionsare a\~:lilnl~le
online at:
w,nr~~sh~~r~.edu/enrolI/rc~istmr
then clicl
'fDd
Registrar Forms"
Show less
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>
Afford; lble
Free park in
Central IOC'
Convenient
I
I
I
AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Co... Show more
,
>
Afford; lble
Free park in
Central IOC'
Convenient
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AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Students may take up to 2.0 credits in each
summer session (3.0 credits if the Cum.
GPA is 3.00 or better). However, the total
credit load for Day/W!3URochester/United
students between Spring WEC and
Summer Session I cannot exceed 2.0
credits (3.0 credits if the Cum. GPA is 3.00
or better). Additionally, total credit load
between Summer Sessions I and I1 and
Summer Online cannot exceed 2.0 credits
at any one time (3.0 credits if the Cum.
GPA is 3.00 or better). Students desiring to
exceed these limits must petition the
Student S~andingCommittee prior to
registration. Unless otherwise indicated, all
courses carry a value of 1.0 course credit.
One Augsburg course credit is the
equivalent of four semester credits or six
quarter credits.
A detailed listing of courses begins on page 8.
Summer Session I
May 27 to June 27
Summer Session I1
lllly 8 to August 8
Summer Online
June 23 to August 29
ABOUT AUGSBURG
Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis,
and affiliated with the Evangelical Lutheran Church in America. The small college
environment, about 3,000 students during the academic year, is enriched by the many
opportunities found in this vibrant metropolitan area. Augsburg's setting allows
studenls to participate in a host of cultural and recreational activities.
.be
",L,,",
the H l g b r kesmlnlgemb&on
MEMBER
Hilgher Leanllng
l h C 4 North Cenbrdl
AssochatIan
Augsblirg College, as affirmed ill its mission, does not discrin~inateon the basis ojrace, colol; clred,
I-eligion,national or ethnic 01-igi11,age, gendel: sexual orientation, marital status, status with I-egard to
public assistai~ce,or disability in its eclucatiol~policies, adlt~issiol~s
policies, scholarship and loan
programs, athletic altdloi- school admil~istel.edprograms, except in those il~stanceswhelr I-eligioi~
is a
boi~ajideoccupatiol~al
qualiJicatio11. Augsburg College is committed to providing reasoi~able
accom~nodationsto its employees and its studel~ts.
Augsburg general education:
Courses fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
Course levels:
The first digit of the three-digit course
number indicates the course level. Course
numbers beginning with a "1" or "2" are
lower division courses and are intended
primarily for freshmen and sophomores;
course numbers beginning with a "3" or
"4" are upper division and are primarily for
juniors and seniors.
Independent study:
Independent studies may be arranged in
consultation with individual faculty
members.
Internships:
In addition LO those listed, internship
opportunities may be arranged individually
during the summer. Academic internships
are carefully planned, work-based learning
experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning,
612-330-1148, for more information.
Employer reimbursement:
Students who qualify for reimbursement
from their employers may use their
reimbursement to pay for Summer Session
courses.
Housing:
Students who need housing may contact
the Residence Life Office, 612-330-1488.
I NF0 R MAT I0 N
Additional in€ormatioumay be
obtained at: www.augsburg.edu/summer
AugSburg
Campus Box 143
221 ~iversideAvenue
Minneapolis, MN 55454
1^
For registration or financial questions:
612-330-1046 (Enrollment Center)
lzOr questions relaled to courses:
612-330-1025 (Academic Advising)
Eligibility:
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
sludenls admilled for the next fall term,
are eligible to attend Augsburg's Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dismissed by that
institution.
Students accepted for Summer Session are
not automalically granted admission as
regular students of Augsburg College.
Those wishing to begin a degree program
at Augsburg should apply to the Office of
Undergraduate Admissions,
612-330-1001, or the Augsburg for
Adults Admissions Office, 612-330-1743.
i
TO REGISTER
f
1
1I
I
I
'L
All students may begin to register for
Summer Session courses on April 17. Web
registration will remain open until
May 2 (Session I) and June 6 (Session
11). Web registration hours will be 8:30
a.m.-ll:59 p.m. daily Augsbul-gstudents
are encouraged to use web registration.
Non-Augsburg students most register in
person at the Enrollment Center between
8:30 a.m.4:30 p.m. M/W/F (8:30 a.m.-6
p m. TlTh). The Enrollment Center is
located in Sverdrup Hall. We recommend
that you schedule your courses as early as
possible.
C H A N G E I N
R E G I S T R A T I O N
Many courses fill early and courses with
low enrollments will be cancelled one
week before the hrsl day of the session.
Studen~swho decide to cancel their
registration prior to the first day of the
session must complete a drop/add form at
the Enrollment Center (this must be done
in person). There is a charge of $100 for
each course cancelled.
If a discrepancy is found between his
catalog and course information found
through AugNet, AugNet should be
considered the most current and, thus,
A late fee of $100 will be assessed for
students who register after the first day of
the term. No Session I registrations will be
accepted after June 1. No Session I1
registrations will be accepted af~erJuly 12.
No Summer Online registrations will be
accepted after June 29.
i
L !
'
cOrrect~
Students registering for Summer
Session I must complete their
registration by May 23. Signature of the
instructor is necded to add a class af~er
the first day of class.
L
Students registering for Summer
Session I1 must complete their
registration by July 7. Signature of the
instructor is needcd to add a class after
the firs1 day of class.
For refund information, see the Schedule
of Refunds on the next page.
SUMMER 2008
session I
session II
summer online
Registralion bcgins
April 7
April 7
April 7
Web registration closes
May 2
June 6
June 6
Balance of tuition due
May 27
July 8
July 8
Classes begin
May 27
July 8
June 23
Last day to:
Register (Without late fee)
May 23
July 7
June 20
May 30
July 11
June 27
Drop class without notation
May 30
July 11
June 27
Change grading option
June 13
July 25
August 1
Withdraw from class
June 13
July 25
August 1
Classes end
June 27
August 8
August 29
Grades due in registrar's office
July 7
August 15
September 8
Register
(Added latefec of $100.
Signature of i~zstructorneeded;
no i-egistrations will be
accepted after this dale)
Schedule of Refunds:
The rollowing refund schedule is based on the percentage of class time remaining on the
dale of the students official withdrawal from class. This applies to all students who drop
one or more courses during each Lerm.
I
Students registering for Summer
Online must complete their
registration by June 20.
Augsburg students will be billed through
Student Accounts. Non-Augsburg students
must pay 50% of tuition at the time of
registration. All students must be paid
in full by May 2 7 for Summer Session I
and July 8 for Summer Session I1 and
Summer Online. Augsburg students
who have unpaid balances from
previous terms must pay these
balances before they may register for
Summer Session.
Percentage of class time remaining after official drop or wilhdrawal
and amount of refund:
100% to 90% remaining: full refund (minus 5100 administralive fee)
89% to 50% remaining: refuncl equals the percentage of term remaining
49% or lcss remaining: no refund
This refund schcdule is eifeclive whether or not a studenl has attended classes. Please
allow two weeks [or tuition and possible financial aid adjuslments LO be finalized. If a
crcdil balance remains on the sludenl's account, a credil refund check will be issued at
~ h a Lime.
l
I
COSTS
Tuilion rates for 2008 Summer Session
courses:
$1570 for full-credit courses
MAP OF AUGSBURG
WEC sludenls enrolled in Summer Session
11 or Suinmer Online may be eligible for
financial aid if their course load is at least
1.0 credit.
$785 for half-credit courses
Audits are charged at [he Luilion rates
lisled above.
F I N A N C I A L A I D
Eligibility for Summer Session
attendees
Studenls who maintain half-time status (as
defined by the prograin in which they are
enrolled) arc cligible to apply for financial
aid.
Day program
Students enrolled in either Session I or 11,
or both Sessions combined may be eligible
LO apply for financial aid if their course
load is at least 1.5 credits over the two
sessions.
To apply
The only forms of financial aid available
for Summer Session attendees arc the
Federal Pell Grant, the Minnesota State
Grant (for students who meet eligibility
requirements) and student loans. Visit the
enroll men^ Center website to download an
application form:
www.augsburg.edu/enroll. The financial
aid priority deadline for Suminer Session is
May 15,2008.
?
7th Street S.
Augsburg Employee Tuition Benefit
Faculty and slaff of the College and heir
dependents who are eligible for the
maximum Luition benefit will receive a 60
percenl discount on Suinmer Session
tuition.
program
For W C students enrolled in spring
trimester, no aid is given for Suinmcr
Session I as it runs concurrently with the
WEC spring triinestei-.
-Interstate
WLL
Buller Place
rn
94 West
II
I
C O L L E G E M A P INFORMATION
1. Ccntcr for Counseling nod Iledlth
Promotion
2. Aughbnrg for Adults Admissions
3. Air Strncturc Entrancc
(November through March)
4. Edor-Nelson Atllletic
Field and Seasonal Air Structure
5. Christcnsen Center and
Day Admissions
6. Barnes &Noble at Augsburg Collcgc
7. Foss, Lobeck, Miles, Centcr for
Worship, Drama and Co~nrnunicntion
8. Sverdrup Hall
9. Husby-Strommcn Tcnnis Courts
10. Icc Arcna
11. Marketing and Communication
12. Lindcll 1,ibrary
13. Maintcnancc a i d Grounds Shop
14. Mortcnscn Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther I-Iall
For detailed driving directions visit:
www.augsburg.edu/about/directions. htinl
lnlerstate 94 East i
-
nrry\
~l>iyblllly
19. Old Main
20. Anderson Hall
21. Q ~ a d
22. Scicncc Hall
23. Public Safcty Com~nunicationsCcntcr
24. Shipping and Receiving
25. Mclby I-1x11
26. Svcrdrup-Oftcdal Mcmorial Hall
27. Ur~icssHall
28. Kcnncdy Ccntcr
29. Orcn Gatcway Centcr
PARKING INFORMATION
A. Visitor Parking
B. Rcsidcnt Parking
C . Commatcr Parlung
D. Faculty/Staff/Commuter/liesident l'nrking
E. Rcsidcnt Parking
F. Rcsidcnt Parking
G . FacultylStaff Parking
J. Fnculty/Steff Parking
K. Co~lunuterParking
L. l?aculty/S taff/Com~nuterP'lrking
M. U of M , l~nirvicwParking Ramp
I
MAY 27-JUNE 27,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
pen, and camera. Emphasis will be placed on
visual communication and expression.
Prereq.: Any ART, MIS or CSC course
I N D I A N
Web Design I
AIS 105-S
Introduction to
American Indian Studies
ART 215-S
Weston
This course is intended to introduce studenls LO
American Indian Studies. Concepts and topics
to be covered include, among others, history,
language, culture, literature, policy, images,
contemporary issues, and the arts. Minnesota
, ' Indians will be emphasized where appropriate,
Bowden
This course explores the theory and practice of
multimedia and digital design. Emphasis will be
placed on the development of effectively
designed, valid, and accessible websites.
PerspectivehkilVlAF: LAF in Fine Arts
8:30 a.m.-noon T, Th
A R T
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions consist
almost exclusively of walking tours and site
visits to prominent examples of design
excellence and historical significance.
ART 102-S
Design
Holmgren
A study of design is the unifying foundation for
he visual arls. Two- and three-dimensional
projecls demonstrate theory and application of
basic design elements and principles.
Perspec~ivdSkilVLAF:Aesthetics Perspective;
Speaking Skill; LAF in Fine Arts
Anderson
Prereq.: none for 249; ENL 111 for ART 349
PerspectivdSkilVLAF:Aesthe~icsor Cily
Perspective; Writing Skill (ART 349 and HIS 349
only); LAF in Fine Arts (ART 249; HUM for
HIS 249)
1 4 : 3 0 p.m. M, W
ART 315-S
ART 132-S
Photography
Boecher
The camera will be used as a 1001 for visual
creativity and expression using black-and-white
photographic processes. Students need access LO
a 35 mm, single-lens reflex camera. Estimated
cost of film, etc.: $200-225.
Perspec tivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arls
6-9:30 p.m. M, W
ACC 2 2 1 4
Principles of Accounting 1
Stoller
Introduction to business activities. basic
concepts and fundamentals of accounting, the
accounting cvcle, and ureuaration of financial
statements.
-
2
L
Web Design 11
Bowden
BUS 200-S
Exploring Business as a Vocation
Furia
This course is intended to introduce students to
the possibility of pursuing a career in business
as a vocational calling. In this course students
will be exposed to key areas of business
operations including management, marketing,
management information systems/technology,
-.
finance, accounting, and international business.
6-9:30 p.m. M, W
Principles of Management
I? Cerrito
Development of the theory of management,
organization, staffing, planning, and control
The nature of authority, accountability, and
responsibility, analysis of the role of the
professional manager.
BUS 340-S
Prereq.: ART 215 or consent of instructor
Human Resource Management
8:30 a.m.-noon T, Th
Personnel function in business, acquisition
and utilization of human resources; desirable
working relationships; effective integration of
the worker with the goals of the firm and
soclety.
Digital Imaging
Bowden
Exploration of the creation of visual images
using the compuler as a paint brush, pencil,
CHM 1001102-S
Chemistry for Changing Times
Gyberg
This course in~roducesbasic chemistry concepts
in the context of numerous science-based issues
in our lives, with the goal of students acquiring a
basic understanding of the science behind issues
present and in the future. NOTE: CHM 100 is
lecture only and CHM 102 includes a two-hour
laboratory following lecture each class day
Prereq.: MPG 2
PerspectivdSkilVLAF: Natural World 1
Perspective (CHM 102); Natural World 2
Perspective (CHM 100); LAF in Natural Science
and Mathematics (LAB for CHM 102)
8:30 a m.-noon (lecture); 12:30-2:30 p.m. (lab)
T, Th
C O M M U N I C A T I O N
S T U D I E S
BUS 242-S
Exploration of the latest technologies used in
the theories and practice of animalion,
interactive programming, and advanced digital
design.
ART 340-S
C H E M I S T R Y
A
1 4 3 0 p.m. M, W
Designed Environment
Kapoor
Prereq.: ECO 112 or 113, ACC 221, and MPG 3
B U S I N E S S
A D M I N I S T R A T I O N
ART 2491349-S (with HIS 2491349-S)
Perspective/Skill/LAF: Intercultural Awareness 1
Perspective, LAF in Humanities
Financial Management
The course includes financial statement analysis,
risk and return, securily valuation, capital
management.
8:30 a.m.-noon M, W
A M E R I C A N
S T U D I E S
FIN 331-S
COM I l l - S
Public Speaking
Lapakko
The course focuses on speech preparation,
organization, audience analysis, style, listening
and overcoming speech fright.
PerspectiveLSkilVLAF: Speaking Skill; LAF in
Humanities
6-9:30 p.m. T, Th
J. Cerrito
Prereq.: BUS 200 or BUS 242 or consent of
instructor
COM 354-S
Interpersonal
Communication
Lapakko
A study of the dynamics of human interaction
~hroughverbal and non-verbal messages;
emphasis on factors that build relationships and
help to overcome communication barriers.
I
COM 495-S
Topics: Environmental
Communication
Chamberlain
A special topics course thal introduces the field
of environmental communication. Students will
explore different environmental messages and
the various ways to analyze these messages.
6-9:30 p.m. M, W
for teachinglleaming situations. Computer
training will be included in this course.
G E N E R A L
9-11:30 a.m. M, W
Co-op Work Experience
EED 203-S
Physical Science for
Elementary Teachers
Gregoire
This course focuses on MSEP physical science
outcomes for K-5 licensure: properties
of and
.
changes in matter; posilion, motion and force;
light, heat, electricity and magnetism; and kinds
of and ways to transfer energy Students conduct
hands-on physical science explorations, review
student misconceptions, create demonstrations,
a K-5 lesson plan, and a science fair project. This
course does not meet Augsburg's undergraduate
science lab requirements for graduation.
-
E C O N O M I C S
ECO 112-S
Principles of Macroeconomics
Gilsdorf
An introdnction to macroeconomics: national
income analysis, monetary and fiscal policy,
international trade. Application of elementary
economic theory to current economic problems.
May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order.
Prereq.: Must be Elem. Ed. major or licensureseeking
Prereq.: MPG 2
E N G L I S H
ENL 223-S
1 4 : 3 0 p.m. M, W
Writing for Business
and the Professions
ECO 113-S
Gilsdorf
An introdnction lo microeconomics: he ~heory
of the household, firm, market structures, and
income distribution. Application of elementary
economic theory to market policy. May be laken
independently of ECO 110 or 112. ECO 112
and 113 may be taken in eilher order.
Prereq.: MPG 2
This practical course is designed to improve
writing skills for those entering business and
professional careers.
Prereq : ENL 111 or 112, or HON 111
Perspective/SkilVLAF: Writing Skill
E D U C A T I O N
EDC 220-S
Erickson
Psychological and philosophical dimensions of
communication through the use of instructional
technology. Selection, preparation, production,
and evaluation of effective audio-visual materials
Outdoor Education (.5 credit)
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related to
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge, understanding
of the organization/workplace, and an awareness
of societal issues that may affect the workplace.
Studenls musl consult with Lois Olson in the
Center for Service, Work, and Learning
regarding requirements and get permission to
register.
Enke
A course designed to provide knowledge and
develop skills in a variety of ouldoor
education activities. Students will be aflorded
the opportunity to study the natural
environment in which these activities occur.
The course will include a required three-day
campinglhiking trip. This course is required
for the physical education major.
Prereq : Permission of instruclor required
Course meets on the following dates: May 5,6,
7 , 8 , 9 , 12, 13, 14, 15,16, 17, 19, and 20
H I S T O R Y
HIS 24913494 (with ART 2491349-S)
Designed Environment
GST 200-S
Schield
Crilical lhinking about statistics as evidence.
Focus on association, causation, observational
studies, experiments, risk, confounding, bias,
and chance. Review common techniques
involving statistical opportunism. Study
conditional reasoning using English to describe
and compose rates and percentages presented in
tables and graphs. Use standardization to take
into account the influence of confounders.
Analysis of statistically-based arguments.
Emphasis on interpretation, evaluation, and
communication.
Anderson
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions
consist almost exclusively of walking tours
and sile visils to prominent examples of design
excellence and hislorical significance.
Prereq.: none for 249; for HIS 349: ENL 111
Perspective/Skill/LAF:Aestheiics or Cily
Perspective; Writing Skill (HIS 349 only); LAF
in Humanities (HIS 249 only)
1-430 p.m. M, W
Prereq.: MPG 3
PerspectivdSkill/LAF: Quantitative Reasoning
Skill
ENL 260-S
PerspectivdSkilVLAF: Social World Perspective;
LAF in Social and Behavioral Science
Educational Technology
(.5 credit)
Reimringer
HPE 335-S
GST 009-S
Quantitative Reasoning
Perspeclive/SkilVLAF: Western Heritage
Perspective; LAF in Social and Behavioral
Science
Principles of Microeconomics
S T U D I E S
The Author in Depth:
Hemingway
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 255-S
Reimringer
A chance to invesligate closely an author of
significant influence in various cultural
contexls. This course will examine Hemingway's
earliest (and besl) work: In Our Time, The Sun
Also Rises, and A Fai-ewellto Anns, as well as
Hemingway's early experiences in Michigan,
W,and Paris, from which he produced these
works.
Prereq.: ENL 111 or 112 or HON 111
PerspectivdSkill/LAF: LAF in Hnmanilies
H E A L T H l P H Y S l C A L
E D U C A T I O N
HPE 115-S
Health and Chemical Dependency
Education (.5 credit)
Uzarek
An analysis of chemical use, misuse, and abuse;
recognition of a problem, and treatment options.
6-9:30 p.m M only
Paideia Seminars
Kaufman
Students will participate in a series of seminar
discussions following the Paideia seminar
format as developed by Mortimer Adler.
Seminar topics emphasize selections that help
students to think critically, understand timeless
ideas, listen carefully, and question thoughtfully
This course is ideal for education, social science,
and language arts majors This course may also
be taken for graduate credit. For registration
M O D E R N
contact Anne Kaufman (612-330-1188 or
kaufman@augsburg.edu)
Beginning American
Sign Language I
INS 399-S
Olson
A work or service-based experience in which the
student, faculty sponsor, and work site
supervisor design a learning agreement plan that
links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent in
the internship. The student must complete an
academic learning portfolio based on lhe
internship Students must consult with the
facul~ysponsor and Lois Olson in the Center lor
Service, Work, and Learning regarding
requirements and get permission to register. P/N
grading only. Satisfactory completion will fulfill
the Augsburg Experience graduation
requirement.
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Topics: Comprehensive
Examination Course
A R T S
Trainer
Prereq.: All MAL courses must be completed.
Permission of program director needed.
M U S I C
An inlroduction to deaf culture and the signs
and syntax of ASL. Students observe he
demonstration of signs, practice their own
signing, and learn the facial expressions and
body language needed to communicate clearly
with deaf and hard-of-hearing people.
MUS 160-S
PerspectivdSkilVLAF: Intercultural Awareness 2
Perspective; Modern Language 1
Perspective/SkilVLAF: LAF in Fine Arts
6-8:30 p.m. M, T, W
Holroyd
This course covers basics of music theory. No
prior experience in music necessary. Sludents
will attend one outside concert as a group.
8:30 a.m. - 12 noon T, Th
6-9:30 p.m. T, Th
American Indian Spirituality
and Philosophical Thought
MUS 241-S
ASL 101-T
Beginning American
Sign Language I
Fundamentals of Music Theory
This course explores the relationship between
religion and science through issues that emerge
in public discussion in the news and popular
media. Examples of topics include evolution and
intelligent design, genetic engineering and stem
cell research, and the social role of science and
science as vocation, along with historical and
philosophical development of science in its
relationship to religion. Evaluation will be by
four response papers, four "What I Believe
Matters" papers, and a final exam.
REL 3 7 0 4
History of Jazz
McDonagh
An introduclion to deaf cullure and (he signs
and syntax of ASL. Students observe the
demonslralion of signs, practice their own
signing, and learn the facial expressions and
body language needed to communicate clearly
with deaf and hard-of-hearing people.
Milenkovic
This course is a sludy of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and avant-garde jazz.
PerspectiveISkilVLAF: Intercultural Awareness 1
Perspective; LAF in Fine Arts
Prereq.: ENL 111 or 112 or HON I l l , junior
standing, and REL 100 or 300
8:30 a.m.-noon T, Th
6-8:30 p.m. T, W, Th
P S Y C H O L O G Y
T H E A T R E
PSY 252-S
THR 116-S
SPA I l l - S
Beginning Spanish 1
Steinmetz
Aims to develop four basic skills: unders~anding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
PerspectivdSkillILAF: Intercultural Awareness 2
Perspective; Modern Language 1
Beginning Spanish I
Adolescent and Young
Adult Development
Jack
Psychology 252 is an advanced psychology
course that provides the student an opportunity
to learn about the changes that occur in the
individual as they make the transition from
childhood to adulthood. This course also
provides an understanding of the psychosocial
development and the psychosocial problems of
development during adolescence and young
adulthood.
Prereq.: PSY 105
SPA I l l - T
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing of
elementary Spanish. Introduction to the culture
of the Spanish-speaking world.
Perspectiv&lzilVLAF: Intercultural Awareness 2
Jacobson
Religious beliefs, spiritual customs, and
philosophy of North American Indians are
studied. Tribal similarities and differences are
explored as are tribal relationships with nature,
religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife.
Perspective/Skill/LAF: intercultural Awareness 2
Perspective; Modern Language
Pike
The purpose of this seminar is to prepare
students for a set of comprehensive
examinations as the completion capstone of the
Master of Arts in Leadership. Students will
experience an inlense, collaborative, and
direcled integration of their understanding of
leadership expressed through successful
complelion of lhe examinalions. The
examination has three parts: a lake-home
written section (based primarily b u not
~
exclusively on the customized readings), a
group oral examination, and a four-hour seated
examination. P/N grading only. This course
meets two week nights and Saturday morning.
Schedule will be available in mid-April after
negotiation with members of the class.
Perspeclive; Modern Language 1
6-8:30 p.m T, W, Th
ASL 101-S
This course will be held from June 23-27
Internship
L A N G U A G E S
Creative Drama: Acting
and Improvisation
Engen
A study of theatrical movement, voice, mime,
mask, improvisation, acting with and emphasis
on active participation and reflective wriling.
This course is primarily designed for nonmajors and does not fulfill credit towards the
theatre arts major. Students will evaluate
professional and Augsburg College
performances through written assignments.
Students will create several original performance
pieces (individual and collaborative) based on
personal, cultural, and political ideas and events.
Fee: total of $25-$45 to view live performances
Perspective/Skill/LAF:Fulfills Engaging Mpls.
requirement, Aesthetic Perspective; LAF in
Fine Arts
R E L I G I O N
REL 200-S
Christian Vocation and
the Search for Meaning 11
A R T S
Quanbeck I1
JULY 8-AUGUST 8,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
C O M M U N I C A T I O N
S T U D I E S
Public Speaking
A M E R I C A N
S T U D I E S
I N D I A N
AIS 2 6 4 4
American Indians in the Cinema
Weston
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
PerspectivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
This course looks at the effect Hollywood
cinema and other such images have had on the
American public's perception of American
Indians. Class time is lecture, discussion, film
clips, and full-length movies.
B U S I N E S S
A D M I N I S T R A T I O N I M I S
PerspectivdSkill/LAF: Intercultural Awareness 1
ACC 222-S
6-9:30 p.m. M, W
ART 107-S
Drawing
Bollman
In this course students will learn about
drawing as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good drawing,
by practicing drawing, by critiquing drawings,
and by identifying the role of drawing in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
Perspective/SkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
Painting I
Kader
A continuation of ACC 221. Introduction to
cost accounting for manufacturing. Basic
concepts and fundamentals of managerial
accounting, planning and controlling
processes, decision-making, and behavioral
considerations.
Bollman
In this course students will learn about
painting as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good painting,
by practicing painting, by critiquing paintings,
and by identifying the role of painting in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
This course focuses on speech preparation,
organization, audience analysis, style,
listening, and overcoming speaking anxiety
PerspectivdSkilVLAF: Speaking Skill; LAF in
Humanities
BUS 440-S
Strategic Management
COM 247-S
Documentary
J. Cerrito
Concepts and principles related to long-range
planning. Taught from a managerial viewpoint
with examples from various industries and
sectors.
PerspectivelSkilVLAF: LAF in Humanities
6-9:30 p.m. T, Th
COM 280-S
Isaacson
This course applies advanced software
capabilities like macros, Solver, and Scenario
Manager in Microsoft Excel, as well as other
simulation and decision support tools for
problem-solving in business through the use
of realistic business cases.
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Prereq.: ENL 220 or 221 or 226 or 228
E D U C A T I O N
EDC 2061566-S
Diversityhlinnesota
American Indians
STAFF
This course examines human diversity and
human relations. Fulfills the Education
Department human relations and Minnesota
American Indian requirements and is an
option within the licensure program.
An introductory survey course designed to
acquaint students with the world of ideas that
serves as the foundation for the field of
communication studies.
6-9:30 p.m. M, W
PerspectivehkilVLAF: LAF in Humanities
School and Society
6-9:30 p.m. M, W
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.
Intercultural Communication
Prereq.: MPG 3
Chamberlain
COM 329-S
Prereq.: BUS 200 or BUS 242
Problem-Solving for Business
Ellenwood
A video production course that integrates
lecture and criticism with hands-on experience
dealing with non-fiction subjects.
Introduction to
Communication Studies
Prereq.: ACC 221
MIS 260-S
ART 118-S
Chamberlain
6-9:30 p.m. M, W
Principles of Accounting I1
A R T
Screenwriting
COM I l l - S
Lapakko
This course explores cultural differences and
their implications for communication,
including differences in values, norms, social
interaction, and code systems.
PerspectivdSkilVLAF: Intercultural Awareness
1 Perspective; fulfills the Engaging
Minneapolis requirement
EDC 4901580-S
Erickson
Prereq.: PPST and admission to he Education
Department
Perspective/SkilVLAF: Social World
Perspective; Writing Skill
ESE 495-S
EDC 508-S
K-12 Reading Assessment
Jacobson
The study of student reading development, the
knowledge and use of gathering and analyzing
dala of students' reading, and designing
appropriate reading curriculum based on this
information. Clinical experience hours will be
included. The course is required for students
obtaining their K-12 Reading Teacher
Licensure Endorsement.
Topics: Human Geography
STAFF
Co-req.: EDC 510
This course is designed as an introduction to the
principal concepts, approaches, and perspectives
of the study of geography through the
examination of world geographic patterns and
processes. Major topics include population
distribution; cultural characteristics and cultural
landscapes; political integration and
disintegration; economic land use; settlements
and urbanization. This course meets the MN
Standards of Effective Practice in Geography for
middle school and high school social studies
licensure.
July 8, 9, and 10: 8 a.m.-3 p.m.
6-9:30 p.m. T, Th
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
July 11, 14, 15, 16, 17 and 18: 8 a.m.-noon.
Alternative site (school-based)
EDC 510-S
Reading Clinical and
Leadership Seminar
STAFF
The s ~ u d yof effective leadership and
professional development strategies for
individual schools and districts, reading
standards, slate and federal reading legislation,
and fiscaVbudgetary operations. The clinical
portion will include opportunities to apply
skills and knowledge of reading development
and instruction in a clinical setting with K-12
students.
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
This course teaches students to identify, adapt,
and implement developmentally appropriate
instruction that supports the learning of
students identified as having learning
disabilities. The course will specifically focus
on the areas of reading, wriling, and listening
comprehension, math, reasoning, and
problem-solving skills. There will be a strong
focus on the modifications involved in these
areas and the planning process involved.
Location: Rochester campus
Teaching Content Areas to Students
with Learning Disabilities
STAFF
This course teaches students to identify, adapt,
and implement developmentally appropriate
inslruction that supports the learning of
students identified as having learning
disabilities. The course will specifically focus
on the areas of reading, writing, and listening
comprehension, math, reasoning, and
problem-solving skills. There will be a strong
focus on the modifications involved in these
areas and the planning process involved.
ENL 227-S
SPE 4241524-S
EED 200-S
This course focuses on the history and context
of learning disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of currenl philosophical
positions in the field. Students will also acquire
knowledge relaled to accessing information
relevant to the field of learning disabilities.
Stangl
This course is designed for elementary
education majors and includes earth science
"hands-on" inquiry-based activities that model
the teaching and learning process of scientific
inquiry Meets basic earth science subject
matter standards for initial licensure.
Etiology and Origins of
Learning Disabilities
Journalism
STAFF
Prereq.: ENL 226
Screenwriting
E N G L I S H
July 21-25, 28-30: 8 a.m.-noon. Alternative
site (school-based), August 18: 8 a.m.- 3 p.m.
Students will draft a collection of short stories
and critique others' work in the writing
workshop environment. Throughout the term
students will also read classic and contemporary
short fiction, analyzing and examining the work
of established writers as they learn to identify
successful short fiction while creating their own.
5:30-9 p.m. M, Th
6-9:30 p.m. M, W
Co-req.: EDC 508
Elementary Education
Earth Science
Fiction I
SPE 4341534-S
This course focuses on the history and context
of leaming disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of current philosophical
positions in the field. Students will also acquire
knowledge related to accessing information
relevant to the field of leaming disabilities.
Jacobson
ENL 3 2 0 4
Location: Rochester campus
SPE 4241524-R
Etiology and Origins of
Learning Disabilities
SPE 4341534-R
Teaching Content Areas to Students
with Learning Disabilities
STAFF
Jorgensen
An introductory newswriting course with an
emphasis on writing for broadcasl and online
media. Students use an intensive praclice
model to learn the basics of newsgathering,
writing, and production for television, radio,
and the Internet.
Prereq.: ENL 111 or 112, or HON 111
PerspectiveISkilVLAF: City Perspective;
Writing Skill
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Prereq.: ENL 220 or 221 or 226 or 228
G E N E R A L
S T U D I E S
GST 009-S
Co-op Work Experience
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related LO
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge,
understanding of the organization~workplace.
and an awareness of societal issues that may
affect the workplace. Students must consult
with Lois Olson in the Center for Service,
Work, and Learning regarding requirements
and get permission to register.
H I S T O R Y
Lorenz-Meyer
A survey of United States history from 1900 to
the present, drawing on social, cultural, and
environmental history as well as political and
economic history. The course moves topically
as well as chronologically through the modern
era. Themes include industrialization and
urbanization; the significance of gender, race,
and ethnicity in American cul~ure;the growth
of a strong federal governmenl; the emergence
of the United States as a world power; the
creation of a consumer society; the rise of
identity politics; and the passing of American
hegemony.
Perspective/Skill/LAF: Western Heritage
Perspective; Critical Thinking Skill; LAF in
Humanities
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 3 9 9 4
Internship
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Ethics in Communication
A R T S
Lapakko
Through the investigation of a variety of
ethical perspectives, this course focuses on the
use and abuse of communication in politics,
advertising, interpersonal relationships, and
social and organizational settings.
HIS 122-S
20th-Century U.S.
that links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent
in the internship. The student must complete
an academic learning portfolio based on the
internship. Students must consult with the
faculty sponsor and Lois Olson in the Center
for Service, Work, and Learning regarding
requirements and get permission to register.
P/N grading only. Satisfactory completion will
fulfill the Augsburg Experience graduation
requirement.
Olson
A work or service-based experience in which
the student, faculty sponsor, and work site
supervisor design a learning agreemen1 plan
diagnosis, assessment, and planning necessary
for launching and then leading successful
innovation efforts.
expressions and body language needed to
communicate clearly with deaf and hard-ofhearing people.
6-10 p.m. T; and 6-10 p.m. Th, 7/17 and 8/7
only
Prereq.: ASL 101
M A T H E M A T I C S
MAT 105-S
Applied Algebra
Haines
Concepts of linear, exponential, logarithmic,
and other models with an emphasis on
applicalions to the social and natural sciences,
business, and everyday life. Grade of 2.0 or
higher advances student to MPG 3. Students
preparing for MAT 114 should consult the
department. Students in MPG 3 or higher may
not register for credit. Students' work will be
evaluated by quizzes and exams,
Prereq.: MPG 2 and a year of high school
algebra.
SPA 112-S
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq. : SPA 111
PerspectivdSkill/LAF: Intercultural Awareness
3 Perspective; Modern Language 2
8:30-11 a.m. T, W, Th
SPA 112-T
6-9:30 p.m. T, Th
M O D E R N
L A N G U A G E S
ASL 102-S
Colloquium of Contemporary
Theories in Leadership
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Link
This accelerated course is an immersion class
that offers a selection of leadership theories in
class plus examples of application through site
visits. Students choose a leader for in-depth
study and presentation. This course is being
offered as a combination of work with Moodle
online and in the classroom.
July 7 and 9, 6-10 p.m.; July 12, 8 a.m.-noon;
July 14 and 15.6-10 p.m.; July 18, 6-9 p.m.;
plus two site visits to leaders in their
organizations at times to be announced.
Beginning American
Sign Language 11
Trainer
A continuation of ASL 101. An introduction to
deaf culture and the signs and syntax of ASL.
Students observe the demonstration of signs,
practice their own signing, and learn the facial
expressions and body language needed to
communicate clearly with deaf and hard-ofhearing people.
Prereq : ASL 101
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq.: SPA 111
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
6-8:30 p.m. T, W, Th
M U S I C
MUS 220-S
Worlds of Music
Milenkovic
A survey of non-western music, this course
explores diverse musical styles and
instruments from many cultures.
Topics: Leading Innovation
Berkas
This course explores what is involved in
providing quality leadership that helps create
and lead innovations within either corporate
or nonprofit organizations. It will provide a
brief overview of the history of innovation and
then will focus on what it takes to provide the
ASL 102-T
Beginning American
Sign Language 11
McDonagh
A continuation of ASL 101. An introduction to
deaf culture and the signs and syntax of ASL.
Students observe the demonstration of signs,
practice their own signing, and learn the facial
PerspectivdSkilVLAF: Aesthetics or
Intercultural Awareness 1 Perspective; LAF in
Fine Arts
MUS 2 4 1 4
History of Jazz
Milenkovic
This course is a study of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and Avant-Garde jazz
PerspectiveISkilVLAF: Intercultural Awareness
1 Perspective; LAF in Fine Arts
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals, and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
P O L I T I C A L
NUR 562fWST 3 6 2 4
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa Hailonganeuning
This broad-based course explores the
influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa.
The natural history, biology, and epidemiology
of AlDS in Africa, as well as sociocultural,
ethical, theological, and political responses to
the disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis. Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both
promote and hinder the spread of HIV within
African populations. The course is taught in
Namibia in collaboration with faculty and staff
from Augsburg's Center for Global Education
and the University of Namibia. In this context,
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/AlDS crisis in
Sub-Saharan Africa. (Fulfills the global
experience requirement for a major or minor
in Women's Studies in Augsburg's Core
Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
World Politics
Perspective/SkilVLAF: Social World
Perspective; Critical Thinking Skill; LAF in
Social and Behavioral Science
S C I E N C E
POL 160-S
N U R S I N G
challenge of balancing economic development,
social justice, and environmental stewardship
in the region. There will be excursions to sites
along the river, in-class debates, and
opportunity to meet with stakeholders
working on river-related issues.
S O C I A L
Underhill
Introduction to the dynamics, history and major
theories of international relations. The course
will explore issues of peace, sustainable
economic development, global citizenship, and
efforts to combat injustice and inequality around
the globe. This class aims to begin providing
students with the knowledge necessary for
taking informed action in response to the
challenges of the current global arena. Questions
explored include: What should U.S. policy in
Iraq be? What are obstacles to achieving a more
just and equitable world? What impact do
international developments have on our lives in
the Twin Cities?
Perspective/Skill/LAF: Social World
Perspective; LAF in Social and Behavioral
Science
W O R K
SWK 699-S
Exploring Family and Child
Welfare Senices in Slovenia
Bosch
Based on the University of Ljubljana,
Slovenia's approach to social policy and social
well-being for families and children, and an
opportunity to observe and meet with
Slovenian social workers in their practice
settings. Students participating in this course
spend time in orientation with the social work
faculty at Augsburg and then join the Slovenia
faculty to concentrate on child welfare services
at social work centers or other practice
settings in areas such as domestic violence,
refugee, mental health, and poverty.
Participants work with a group of Slovenian
students, faculty, and community
practitioners.Cost: $3,600-$4,000 (tentative)
includes tuition, accommodations, airfare,
most meals, and ground transportation
Needed: U.S. Passport
POL 241-S
Environmental and
River Politics
Underhill
This course examines the political dynamics
relating to our local, urban, and campus
environment and relationship to the
communities and ecosystems of the Upper
Mississippi Watershed and larger, global
environment. Topics explored include campus
sustainability; he environmental implications
of our daily choices; local water, air, and soil
pollution; the lock and dam system on the
Upper Mississippi; invasive species and
biodiversity; climate change, waterfront
economic development; urban sprawl; and
energy production. The class will look at the
For more information contact: Andrea
Woj tanowicz (woj tanow@augsburg.edu), Dr.
Lois Bosch (bosch@augsburg.edu),or Holley
Locher (locherh@augsburg.edu)
W O M E N ' S
S T U D I E S
WST 362/NUR 562-S
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa HailongaILeuning
This broad-based course explores the influence
of culture and gender on the HIV/AIDS
pandemic in Sub-Saharan Africa. The natural
hislory, biology, and epidemiology of AIDS in
Africa, as well as sociocultural, ethical,
theological, and political responses to the
disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both promote
and hinder the spread of HIV within African
populations. The course is taught in Namibia in
collaboration with faculty and staff from
Augsburg's Center for Global Education and the
University of Namibia. In this context, 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.
(Fulfills the global experience requirement for a
major or minor in Women's Studies in
Augsburg's Core Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
I
JUNE 23-AUGUST 29,2008
P O L I T I C A L
Summer Online courses are delivered over the Internet to allow students maximum
flexibility to organize their work. Students will need access to a personal computer
with a browser and Internet connection. While students are required to log in to the
course several times a week to participate in discussions and hand in work, they
will not need to do this at specific times. Some classes may require occasional
classroom meetings, and these will be held during weekday evenings or weekends
to accommodate work schedules. Augsburg students using AugNet Records and
Registration to register for Summer Online will find these courses listed under
Summer Session 11.
B U S I N E S S
A D M I N I S T R A T I O N
FIN 240-L
Personal Finance
Kapoor
Introduction to personal financial planning
and budgeting, credit management, income
taxes, insurance, real estate, investments,
retirement, and estate planning.
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive,
economic, and technological factors affecting
marketing decisions are explored.
MKT 466-L
International Marketing
Prereq.: ENL 220 or 221 or 226 or 228
( M A L ) M A S T E R O F
A R T S I N L E A D E R S H I P
MKT 252-L
Principles of Marketing
concepts about screenwriting to story outline
to the writing of a screenplay's first act. In
addition to writing their own scripts, students
will review feature films and analyze work
written by each member of the class, giving
detailed critical analysis and engaging in
discussion of aesthetics, craft, and form.
Meziou
This course examines those issues and
activities unique to marketing in an
international setting. Emphasis is placed on
adaptation of a marketing mix according to
the international marketing environment.
Prereq.: MKT 252
ENUFLM 328-L
Screenwriting
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
Leadership and
Universal Responsibility
Lashbrook
The purpose of this course is to explore the
concept of universal responsibility, both
intellectually and experientially, and study
cultural differences in professional practices.
During a two-week visit to Nicaragua,
students will have the opportunity to meet
with leaders to learn more about local
conditions. They will also have the
opportunity to stay with a Nicaraguan family.
Performance will be assessed in terms of
participation, a photo presentation of the
student's culture, a reflective essay on
universal responsibility, and a presentation of
cultural differences in the student's profession.
May 21, 6-9 p.m.; June 28, 9-5 p.m.;July 9,
6-9 p.m.; and August 9, 1-5 p.m. (see
syllabus). Travel to Nicaragua July 13- 26.
Program fees estimated at $3,600 including
airfare, tuition, accommodations and meals,
ground transportation, health insurance, and
CGE reading materials.
S C I E N C E
POL 121-L
American Government
Aoki
Surveys major parts of American national
government-including
Congress, the
presidency, and the courts-as well as
campaigns and elections, federalism, interest
groups, and political parties.
PerspectivdSkilVLAF: Social World
Perspective; LAF in Social and Behavioral
Science
R E L I G I O N
REL 390-L
Theology of
Death and Dying
Benson
A study of death and dying from the viewpoint
of Christian theology and ethics, taking into
account also what other religions and the
biological, psychological, and social sciences
have had to say on the subject. Special
emphasis on medical ethics brought on by
modern medical technology
Prereq.: One of the following: HON 100, REL
100, REL 111, REL 221, REL 300, or REL 331
PerspectivdSkilVLAF: Christian Faith 2 or 3;
LAF in Humanities
SUMMER SESSION APPLICATION FORM
S u m m e r Session applications are available online a t
www.augsburg.edu/enroll/registrar.
Click on Download Registrar Forms.
Show less
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you fee... Show more
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in
full contact with the critical social, economic,
Y
religious, and political phenomena of the modern
3
city. This education, however practical and pro6
fessional, will be serviceable over the long haul
only to the degree that it respects and pursues
certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it
is offered for the sake of improving both its students and the world itself.
O
.?
h
The study you are undertaking at Augsburgdr thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
k you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
William V. Frame
President
5 2000-2001 ACADEMIC
CALENDAR,
DAYPROCRAM
Fall Term 2000
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. .................... New student orientation
Sept. 6Ned. ................................ Upper-class validation
Sept. 6Ned. ................................ Classes begin
Sept. 1UTues. ...........................
Last day to register
Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on
record
Mid-term break (one day only)
Oct. 27/Fri. ..................................
Nov. 3/Fri. ....................................Last day to designate grading option
Last day to withdraw from class
Nov. 10/Fri. ..................................
Nov. 13-Dec. l/Mon.-Fri. ............Interim registration
Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration
Nov. 23Rhurs. ............................ Thanksgiving recess begins
Nov. 27/Mon. .............................. Classes resume
Dec. 15Eri. .................................. Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Interim Term 2001
.... ....... h t e r i m classes begin
Jan. 3 N e d .....................
Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without
notation on record
Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 26/Fri. ................................... Classes end
Spring Term 2001
Jan. 30Rues.. ................................ Classes begin
Feb. 5/Mon................................. Last day to register
Last day to add a class or drop a class without notation
Feb. 5/Mon...................................
on record
Mar. 19/Mon. ............................... Mid-term break
Mar. 26/Mon. ............................... Classes resume
Apr. 6Eri...................................... Last day to designate grading option
Apr. 1UThurs............................... Last day to withdraw from a class
Apr. 13/Fri..................................... break
Apr. 171Tues. ................................ Classes resume
Apr. 23-May 4/Mon.-Fri. .............Early registration for fall
May 11Eri.................................... C l a s s end
May 14-17/Mon.-Thurs. ..............Final exams
May 2O/Sun. .................................BaccalaureatdComencement
TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 2001
Summer.. ....................................Freshman registration
Sept. 2-4/Sun.-Tues. .....................New student orientation
Sept. 51Wed. .................................Upper-class validation
Sept. 51Wed. .................................Classes begin
Sept. 1l/Tues. ...............................Last day to register
Sept. llnues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 26/Fri....................................M i d - e m break (one day only)
Nov. UFri. ....................................Last day to designate grading option
Nov. 9/Fri. ....................................Last day to withdraw from class
Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration
Nov. 12-Nov. 30A4on.-Fri............Spring term registration
Nov. 2 n h u r s . .............................Thanksgiving recess begins
Nov. 26A4on. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-2OA4on.-Thurs. ..............Final exams
Interim Term 2002
Jan. N e d . ................................. ..Interim classes begin
Last day to register, add a class, or drop a class without
Jan. 3nhurs. ................................
notation on record
Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 25/Fri. ...................................Classes end
Spring Term 2002
Jan. 291Tues................................. .Classes begin
Feb. 4/Mon. .................................. Last day to register
Feb. 4Mon ................................... Last day to add a class or drop a class without notation
on record
Mar. 25Non. ...............................M i d - t e r m / break begins
Apr. n u e s . ................................. .Classes resume
Apr. 8/Mon................................... Last day to designate grading option
Apr. 1UFri....................................s t day to withdraw from a class
Apr. 22-May 3/Mon.-Fri. .............Early registration for fall
May 10/Fri....................................Classes end
May 13-16/Mon.-Thurs. ..............Final exams
May 19/Sun. ................................. BaccalaureatdCommencement
Fall Term 2000
June 12 .......................................
Aug. 18 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
Sept. 15 ........................................Registration ends
Last day to add class, last day to drop a class without
Sept. 18 ........................................
notation on record
Last day to change grade option
Oct. 16 ................
Last day to withdraw from class
Oct. 30 ....................................
Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19,
Dec. 1-3. Dec. 15-17
Winter Term 2001
Nov. 6 .......................................
Dec. 8 ..........................................
Jan. 5 ...........................................
Jan. 8 ........................................
Feb. 5 ........................................
Feb. 19 .....................................
Registration begins
Remote registration ends (must register in person after
this date)
.
.
Registration ends
..Last day to add class, last day to drop a class without
notation on record
Last day to change grade option
Last day to withdraw from class
Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18,
Mar. 30-Apr. 1, Apr. 6-8
Spring Term 2001
Feb. 12 ........................................
Mar. 30 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
.Restration ends
Apr. 20 .......................................
Last day to add class, last day to drop a class without
Apr. 23 .......................................
notation on record
May 21 ..................................... . a day to change grade option
June 4 .......................................... L a day to withdraw from class
Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24,
June 29-July 1
T e n t a t i v ~ o n s u lthe
t 2001-2002 weekend college class schedule or Weekend
College program office for changes
Fall Term 2001
Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 14-16
Winter Term 2002
Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17,
Mar. 22-24, Apr. 5-7
Spring Term 2002
Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2,
June 14-16, June 28-30
Area Code
612
Academic Advising..................................................................................................... .330.1025
Academic and Learning Services ................................................................................
330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ...............................................................................( 8 0 0 ) 788-5678
AlumniParent Relations ....................................................................................3 3 0 - 1 178
Toll-free number .......................................................................................8 0 0 ) 260-6590
Athletics ......................................................................................................................330-1243
Career Services ....................................................................................................
3 3 0 - 1162
College PastorICampus Ministry ................................................................................330-1732
Public Relations & Communication ....................................................................... 3 3 0 1 180
ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107
Development (financial gifts to the College) .............................................................330-1613
Toll-free number ........................................................................................( 8 0 0 273-0617
Enrollment and Financial Service Center ...................................................................330-1046
Facilities Management ..............................................................................................
..330-1104
Financial Aid (scholarships and other aid) ............................................................<...
330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Arts in Nursing .........................................................................................330-1204
Master of Social Work Program ,................................................................................. 330-1307
Human Resources .......................................................................................................
330-1058
Interim Office ............................................................................................................. 330-1 150
Lost and Found ......................... .
.
.
.......................................................................
330-1000
President ......................................................................................................................
330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing)........................................................................................3 0 1 0 9
Student Activities .....................................................................................................
330-1111
Student Government ...................................................................................................
330-11 10
Summer School ..........................................................................................................
.330-1787
Weekend College ........................................................................................................
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1782
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg cuniculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 55 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Through the Weekend College
Program, 14 majors are offered.
MISSION STATEMENT
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 1
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
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 18905, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
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.
-
2 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cuniculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. He has initiated a strategic
planning process intended to idennfy the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
In 1999, a new apartment-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment and Financial Services Center,
the Women's Resource Center, and the
Honors Program Suite; a skyway link to
Lindell Library was constructed.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great memopolitan center.
There are now almost 16,000 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 social work, leadership,
nursing, and physician assistant training
(after May 2001).
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 1
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 14 majors,
Augsburg's Weekend College is the largest
program of its kind in the state. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct professionals.
The Weekend College student body is
involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
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 to be the focus of
their activity at the College. Faculty are
involved in social, professional and a variety of research activities, but these support
and are secondary to their teaching. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
Essential to the goals of Augsburg's
Weekend College 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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
-
4 About Augsburg
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp1skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 Zlst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of the American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs
provide support services and information to
American Indian and African American students.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Academic Skills Center, which includes the
Learning Skills Office, the Center for
Learning and Adaptive Student Services
(CLASS) Program, the Groves Computer
Lab, the Karen Housh Tutor Center, and
the John Evans Learning Laboratory.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
Zlst Avenue South.
-
About Augsburg 1
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1997)-This four-level brick structure
opened during the 1997-98 academic year.
As the library and information technology
center, it houses all library functions and
brings together the computer technology
resources of the College. It is located on
the block of campus bordered by 22nd and
2lst Avenues, and by Riverside Avenue and
Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes.
Mortensen Hall (1 973)-Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1 964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
-
5 About Augsburg
W YOUTH AND FAMILY INSTITUTE
OF AUGSBURG COLLEGE
The institute is designed to help
churches better serve the changing needs
of youth and families. The institute offers
an undergraduate academic program, as
well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally.
W ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to the College of the Third Age.
Richard R. Green Institute for
Teaching and Learning-Named for the
late Augsburg alumnus Richard Green,
who served as superintendent of schools
in both Minneapolis and New York City,
the Green Institute is a collaboration
between Augsburg College and the
Minneapolis and St. Paul school districts.
Its goal is to improve the outcomes of students, especially in urban areas, through
systemic changes in K-12 education practices as well as higher education teacher
training programs.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
H POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 221 1
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
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.
-
About Augsburg 1;
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physican Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, (312) 263-0456;
<www.nca-cihe.org>
IsAUGSBURG
COLLEGE
FACTSAND 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, 9 percent represent other
Protestant denominations, and 19 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society. Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
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Financial Aid--Over 84 percent of the
students receive some form of financial
aid from the College and many other
sources.
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Library-Over 175,000 items, direct
access to over 1,300,000through CLIC,
the Twin Cities private college library consomum. The James G. Lindell Family
Library opened in September 1997.
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School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
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Majors-More than 50 majors in 23
departments.
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Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), lnternational Partners, Upper
Midwest Association of Intercultural
Education (UMAIE), and extensive
cooperative education and internship
programs.
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Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
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Policy--Augsburg College, as affirmed
in its mission, does not discriminate on
the basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
Enrollment (Fall 1999-2000)-3,053
students from 41 countries.
Graduates-16,000 undergraduates
from 1870 through August 1999.
Student/Faculty Ratio-16 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S.. B.M.,
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4 0 , 3 4 3
V)
- UNDERGRADUATE ADMISSIONS
!O
A
ugsburg College is looking for students with intelligence and character. We
want people whocan benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
For Weekend College Admission information, call (612) 330-1743.
BPPLICATION
PROCEDUR~
DAY PROGRAM FREbHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
T r a n s c r i p S A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Two academic recommendations are required by the
Admissions Committee before an admissions decision is made.
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Undergraduate ~dmissions 2'
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions D e c i s i o b
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $100"
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 nonrefundable application fee to the
Augsburg Weekend College Admissions
Office.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous tranferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed peronally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admis-
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' 2 Undergraduate Admissions
sion decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or w-riting samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transfemng from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the MN Transfer Curriculum. A
maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
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Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
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24 Undergraduate Admissions
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
48.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1for fall, Dec. 1 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Room Rent
(includes telephone
and basic service) ....................$ 2,680
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2000-01 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$ 15,974
This rate applies to all full-time students
attending in September 2000. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,726
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
630
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
..................$
2,640
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,566
....................$
2,336
Student Activity Fee ................$
150
Flex 5 point plan
ACTC Bus (full-time
students only)
..................$
16
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .....................................
Late Registration (per day
after classes begin) .....................
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time) ................................
Music Therapy Internship
(one-half course credit) ..............
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Financial Information 2;
Private Music Lessons, per
semester (14 lessons) ................. ,3324
Student Teaching (per course
for full-time students) .................. $ 66
Student Teaching (per course
for part-time students) ................. $130
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Nursing Comprehensive Exam ........$ 16
Nursing Credit Validation ................ $ 150
Locker Rental (commuters) .............$ 40
Student Parking Lot Permit
-ar
........................................... $ 108
-motorcycle ............................ ..$ 50
Transcript Fee (per copy
after first, which is free) ............ $
5
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
W BOOKS AND SUPPLIES
These costs are estimated to be $900
per year.
W DEPOSITS
Enrollment Deposit
(non-refundable) .................... $
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit
and shall be assessed an additional $450
for termination.
Application Fee (payable once,
non-refundable) ...................... .$ 20
Tuition (per course) ....................... .$1,258
Tuition (per summer course 2000) ..$ 950
Technology Fee (per course) ............ .$ 25
Activity Fee (per trimester) ............. $ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) ..................... $ 630
Lifetime Sports: Fee for Weekend
College Course ........................... $ 188
Lifetime Sports: Fee for Assessment
of Previous Learning .................. $ 100
Nursing Clinical Fee ........................ $ 214
Supplementary Student Teaching
Fee (per course credit) .............. $ 462
Late Confirmation Fee (per day) .....$ 35
Registration Change after first
class meeting (cancelladd) ........$ 10
5
Transcript Fee (first is free) ............. $
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'8 Financial Information
PAY MENTS-DAY
PROGRAM
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment and Financial Services Center
is sent to the student from the Business
Office.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Threepayment plan: first one-third payment is
due at the start of the term; second and
third payments are due in the second and
third months of the term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason.
FINANCIAL POLICIES
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absencnithdrawal from College form
available in the Academic Advising Center
or the Enrollment and Financial Services
Center. It must be filled out completely,
signed and turned in to the EFSC. Students
who properly withdraw or change to parttime, who are dismissed, or who are
released from a housing contract will have
their accounts adjusted for tuition andlor
room (except for the minimum deduction
of $100 to cover administrative costs).
Students are responsible for canceling
courses through the Enrollment and
Financial Services Center in order to be
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Financial Information 2!
eligible for any refund. Students who unofficially withdraw (stop attending) but do
not complete the dropladd 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
dropladd form is processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 2lst day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the first class weekend
(less a $75 administrative fee if
withdrawing from the current
term entirely)
80% Prior to the second scheduled
class meeting
60% Prior to the third scheduled class
meeting
No refund after the third scheduled
class meeting.
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. Please 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.
Pro-Rata Refund Policy: Applies to all
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
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10 Financial Information
Federal Return of Funds Policy: This
policy applies to returning students who
have completed at least one full term,
withdraw from all courses for the current
term, and receive federal Title IV financial
assistance (including Pel1 Grant, SEO
Grant, Perkins Loan, Stafford Loan, Parent
PLUS Loan). The Return of Funds Policy
is based on a percentage derived from the
number of days attended divided by the
number of days in the term.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment and Financial Services
Center and is distributed to students on an
annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its EFSC, will help students and their families protect access to a
quality Augsburg education in a time of
increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1999-2000 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
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Financial Information 3'
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Enrollment and Financial Services
Center at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to EFSC.
H WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the EFSC. In addition, the student must complete and return
the Stafford Loan application to receive
Stafford Loan funds. Applications for the
SELF Loan and the Parent PLUS Loan are
sent upon request.
H KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children. and other sources.
Honor Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
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12 Financial Information
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Transfer Honor S c h o l a r s h i k
Transfer Honor Scholarships are awarded
to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56
semester) credits in transfer from a
Minnesota community college or Lutheran
junior college, who apply for and are
accepted for admission by May 1. A separate application is required by April l.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa ScholarshipThese scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship-These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
Scholarship-These scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg ArneriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
August 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must amve at Augsburg by October 1.
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
-
Financial Information 3:
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community and Public Service
Scholarship-Awarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader S c h o l a r s h i p
Awarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood a n d Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracumcular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment and
Financial Services Center for accepted
enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2000-01 is $3,300.
Bureau of Indian AffairsITribal and
State Indian Scholarship--Bureau of
Indian Affairsnribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairsnribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
-
14 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College EFSC or
the lending institution.
-
Financial Information 3!
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment and Financial Services
Center.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of the
Scholarship Catalog Supplement from the
Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
John and Martha C. Fahlberg Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Rutherford L. and Audrey M. Sander
Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
American Indian Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Nonvest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0. Olson Memorial Scholarship*
Pederson Samuelson Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Financial Information 3;
Short-Term Programs Endowed Scholarship
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
W MULTlCULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kerridgehlueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul companies, Inc. Teaching
Assistants Scholarship
Students of Color Scholarship Fund*
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
Martin and Sylvia Sabo Scholarship for
Leadership in Public and Community
Service*
Joel and Frances Torstenson Scholarship in
Urban Affairs*
W
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
-
18 Financial Information
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Famers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Nancy Joubert Raymond Scholarship*
David Winsor Memorial Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. l? A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Floyd V and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
-
Financial Information 3
Music
Beth Halverson Violin Scholarship*
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Hearn Violin Scholarship*
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
Noms Memorial Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
Alfred and Margaret Syring Scholarship*
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Robert Ellingrod Memorial Scholarship*
Theodore J. Hanwick Physics Scholarship*
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
10 Financial Information
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Corinne and Herbert Chilstrom
Scholarship*
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias E Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Pastor Carl 0 . and Edith W Nelson
Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Cornrnunication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
5 3TUDENT LIFE
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
SOCIAL, CULTURAL, RECREATIONAL
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Urness Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
H INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MLAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 47.)
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14 Student Life
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 55.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 171 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
over 200 students and is recognized as a
leader in supporting college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CLASS staff includes five learning
disabilities specialists and a physical disabilities specialist who meet individually
with students to assist them with advising
and registration, academic support services, learning strategies, self-advocacy
skills, organization and time management,
and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCW,
Braille printer, adaptive keyboards, and
computer assistance.
This level of individualized, academic
support is possible through an endowment
from the Gage Family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
-
Student Life 4.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video and/or to schedule an appointment
with a specialist.
STEPUP PROGRAM
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
TUDENT SUPPORT PROGRAb
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to navigate successfully
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Other components of the program are:
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended to increase the number of American
Indian teachers in these districts. Funded
by the Minnesota State Legislature in 1990,
this project is designed as a special grant
and loan forgiveness program. Students
who are awarded state teaching licensure
may then apply for loan forgiveness. For
each year the student teaches, one fifth of
the loan will be forgiven.
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45 Student Life
Anishinabe Library Project: Over
1,000 books, a variety of journals and
scholarly publications, research materials,
American Indian magazines and newspapers, and over 125 VHS videos are housed
in the Lindell Library and at the American
Indian Student Services office. The library
project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States.
PAN ASIAN STUDENT SERVICES
support services, performs academic advising, personal and career counseling and
advocacy for students of Afrikan descent
and enables their learning experience to be
interactive. PAC supports and advises the
Pan Afrikan Student Union (PASU), the
Hawthorne House (a Pan-Afrikan residence
life community), and the Pan-Afrikan
Alumni Council (PAAC). PAC is a clearinghouse for information regarding the
Afrikan Diaspora and maintains a network
with the Pan-Afrikan community.
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
The Pan Asian Student Association
(PASA) is affiliated with the program. The
association carries out various activities
during the academic year to increase the
network of friendship and support for
Asian and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent. The
Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan
descent and utilizing their diversity and
history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers
HISPANIC/LATINO STUDENT
SERVICES
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
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Student Life 4:
HEALTH INSURANCE
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Augsburg College does not require that
students have or show proof of health
insurance, with the exception of international students and students who participate in intercollegiate athletics.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
The College offers basic health care services to students with or without health
insurance through a contract with UFPSmiley's Clinic. These services are limited.
Emergency services of any kind are not
covered through the contract between
Augsburg and Smiley's Clinic. If a student
is not covered by a health insurance plan,
they may purchase a student policy.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
FITNESS CENTER
8
Student Life
International students receive assistance
in meeting their educational objectives
through advising on academic concerns,
immigration and visa requirements, tax
information, practical matters, and personal concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system, intercultural communication theory, and how to adjust to life at
Augsburg.
(Also see English as a Second Language
on page 81.)
The Cross Cultural Club works to utilize the cross-cultural perspectives of its
international students and students with
experience overseas to engage the college
community on world issues. This is done
through faculty, staff, and student development programs that include intercultural
communication seminars, International
Student Week, and sponsorship of forums
and international issues.
(Also see Study Opportunities Abroad
on page 60 and Student Teaching Abroad
on page 63.)
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center and Christensen
Center. With just under 900 students living on campus, most students and faculty
greet each other by name.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg thorugh social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Halls to
Christensen Center keeps students out of
the weather on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
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Student Life 4s
June 1,as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted, air conditioned, and contains
kitchen units. It is furnished with beds and
dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, and desks.
who are interested in creating a
livingearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Food portions are
generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
New Hall-Opened in 1999, this
apartment residence includes studios and
two and four bedroom apartments with full
kitchens. Beds, dressers, desks, and chairs
are provided. Underground parking is
available at an additional cost. Meal plans
are optional. This building is designed to
provide an environment for juniors and
seniors who are seeking a primarily independent lifestyle.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
Special Interest Housing-Special
Interest Housing is available to students
The College operates in compliance
with the Family Educational Rights and
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
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50 Student Life
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
83 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, (612) 330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on sex or
marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
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- ACADEMIC
'L
INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership, master of arts
in nursing, the master of science in physician assistant studies, and the master of
social work degrees.
ters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 66 and Calendars on
pages 4-7.) January Interim is particularly
intended to be a time for both students
and faculty to employ different styles of
teaching and learning, and to investigate
questions and topics in places and ways
not possible during the regular term. The
Interim catalog, published in the fall of
each year, is distributed to all students and
is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours.
Students may take from one to four classes
each term.
H ACADEMIC CALENDAR
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semes-
~ u ~ s b offers
u r ~two summer school sessions. A maximum of three course credits
-
Academic lnformation 5:
can be earned in the two summer sessions
each year, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg graduate programs follow a
trimester calendar (see Graduate Programs
on page 65.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge links
the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial
Services Center, as well as additional computer labs and multimedia classrooms, a
lounge and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
-
;4 Academic Information
labs and five computer classrooms, as well
as 100 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail,
newsgroups, the World Wide Web, and
access to resources available via Gopher,
Telnet, and FTP Appropriately equipped
student-owned machines can also be connected to the network to provide access
from dormitory rooms. (Also see Honors
Computing and Communications Lab
under Honors Program on page 59.)
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
assessments and advising for the summer
orientation program, and provides in-service training and development for faculty
advisers.
AUGSBURG SEMINAR (AUG 101)
The Augsburg Seminar is a first-year
success course. It reflects the College's
commitment to a meaningful introduction
to college for our students-an enriching
beginning for a college career. To provide
focus for this introduction, the Augsburg
Seminar is linked to one or more content
courses to form a cohort of learners.
Course content is reflected in and expanded upon in readings, discussions, and other
seminar activities. Diversity, tradition,
change, ways of knowing, and what it
means to be an educated person are common themes. (Also see page 94.)
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Academic Information 5:
e day program if they wish. They may
~ l t as
e many courses as possible through
DIVISIONS AND DEPARTMENTS
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Joan Griffin (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
Natural Science and
Mathematics-Ken Erickson (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Rosemary Link
(Chair). Education, health and physical
education, music, nursing, social work.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
1
Majors shaded in blue are offered
through both the day program and
Weekend College. Weekend College students may choose a major offered only in
Weekend College, then finish the major a
a day program student. A change of program is allowed once each academic year.
Transdisciplinary Majors
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Students wishing to develop a transdisciplinary major are to observe the
following:
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
B. The student should design and sign a
contract for such a major prior to the end
of his or her sophomore year. Contract
forms are available in the registrar's office.
C. The contract must be approved by
the student's adviser, the department chairs
of the two majors to be combined, and the
Committee on Student Standing.
AccountiG
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General Accounting
Managerial ~ c c o u r i i i g
Public Accounting
Art
Art History
Studio Art
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Administration
- EconomicsA3usiness Administration
-
;6 Academic Information
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
)mputer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
Computational Economics
Economics
Economics/l3usiness Administration
Economics/Political Science Teaching
Major
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure) - - - Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information s y s t e 4
Mathematics
Metro-Urban Studies
Modern Languages l
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
I
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Computational Philosophy
Physical Education
Physician Assistant (becomes a graduate
program in May 2001)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political SciencelEconomics teaching
major
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Crime and Community
Social Psychology
Theatre Arts
Transdisciplinary
Women's Studies'
mm
Accounting
gmericanmian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
-
Academic Information 57
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Middle East Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Reli
Soci y
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for day students to complete other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
Weekend College is not part of the
ACTC consortium, and Weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the
ACTC consortium agreements.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
=Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
H OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with a subject area concentration in one of the following: math, science,
communication artsfliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the area of concentration. Students
seeking this licensure obtain an elementary
education major with a subject area concentration. Licensure is also available in
the following middle schoolhigh school
fields: biology, chemistry, communication
artsfliterature, health, mathematics,
physics, social studies. This license prepares people to teach in grades 5-12.
Students seeking licensure in one of these
areas obtain an appropriate subject area
major and complete secondary licensure
coursework. Finally, specialist licenses are
available in art (K-12), vocal music (K-12),
instrumental music (K-12), and physical
education (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information)
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58 Academic Information
Students seeking elementary licensure
have advisers in the education department.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113,114,215; PHY 121,122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineerifig
degree and major requirements on pages
136-137.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
-
Academic Information 59
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 367, BIO 355, BIO 476, PHY
121/122. Other non-science courses are
also required.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant from 1995-1997 to establish an
Honors Computing and Communications
Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an
honors version of CSC 160 Introduction to
Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, stu-
dents take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, director of the Honors
Program, (612) 330-1045.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordi-
-
60 Academic Information
nated calendars. The Interim term may
also be taken on another campus. A regularly scheduled bus shuttles students
between the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 62.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
Academic Requirements a n d Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
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Academic Information 61
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico)Fall
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: March 1.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and economics. Augsburg application deadline:
March 1 for fall, Sept. 30 for spring.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a tran-
62 Academic Information
sition from colonialism to independence.
Credit is available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: March 1.
Gender and Environment: Latin
American Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, political science, and
religion. Augsburg application deadline:
Sept. 30.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia)Spring
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after
decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with
the legacies of apartheid and colonialism,
they are faced with the challenges posed by
the rapid process of globalization in today's
world, the challenges posed by under and
unequal development, and the long-term
project of decolonizing the mind.
Augsburg application deadline: Sept. 30.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
'
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense Ianguage experience, internships, and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-intemational programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: March 1.
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
-
Academic lnformation 63
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadlines:
Nov. 1.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to
Cuba or another Latin American country.
Augsburg application deadline: Sept. 30.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Moms.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
Augsburg also offers student teaching
opportunities in Norway For additional
information, contact the Department of
Education student teacher coordinator.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value for
all students to engage in service and workbased learning experiences.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
education, career, and vocation plan.
Experiential education opportunities
are closely related to a student's major,
coursework, or career interest. Placement
opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work and
Learning includes the following programs:
Academic Internships
An academic internship is a carefully
planned, service or work-based learning
experience where a student focuses on specific academic and individual learning
64 Academic Information
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 87).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of
an internship beyond one term see
Evaluation and Grading on page 77.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help
defray educational costs while gaining
important on-the-job experience. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer. Co-op jobs are flexible and can
begin and end anytime. Co-op ed is not
accredited in and of itself, but a non-credit
cooperative education transcript notation
is highly recommended during the academic terms the student is employed. Co-op
ed students are encouraged to register for
at least one internship for credit in conjunction with their cooperative education
participation. Co-op ed is available to
Augsburg students who have completed
their freshman year and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Augsburg students learn from the community in which they live by participating in
service activities combined with learning
components such as orientation sessions,
seminars, and class discussions. This
dynamic and interactive educational
approach employs reciprocal learning
between the students and the community.
Community service examples include
tutoring at schools and community centers, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences can also
include service-based internships, and a
wide range of extracurricular volunteer
options.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Career Services
Career Service is committed to assisting all students with their career planning.
-
Academic Information 65
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors, or
the education job fair.
ROCHESTER PROGRAM
Augsburg offers courses leading to a
B.S. in nursing and the Master of Arts in
Nursing in Rochester, Minnesota. Courses
meet weekday evenings, but otherwise follow the Weekend College format.
Introductory courses in other majors are
also offered. The Rochester Program began
in the fall of 1998 under the leadership of
Dr. Rick Thoni, who founded Augsburg's
Weekend College program. Students in the
Rochester Program are required to have
Internet and e-mail access, and make
extensive use of electronic communication
to support their course work.
GRADUATE PROGRAMS
Augsburg College offers four graduate
degree programs: the Master of Arts in
Leadership (MAL), the Master of Social
Work (MSW), Master of Arts in Nursing,
and the Master of Science in Physician
Assistant Studies. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at 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 operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
66 Academic Information
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
The Master of Arts in Nursing offers a
program designed to prepare Advanced
Practice Nurses for population-focused
practice in culturally diverse communities.
The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care.
Graduate nursing classes meet on an every
other week or one weekend a month basis
in Rochester and Minneapolis.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the inlnortance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
College of the Third Age
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Weekend College Office.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Augsburg demonstrates its commitment
to lifelong learning through its College of
the Third Age Program. For more information, contact the Office of Continuing
Education.
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester and
one course during Interim. Students registered for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
credits, students must contact the registrar's office to petition the Committee on
Student Standing for permission.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term.
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Academic Information 67
Although a day student may register up
to five days after the semester begins, registration is encouraged at the regularly
scheduled time. Weekend College students
must register no later than the Monday following the first class weekend of the term.
Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the
grading option after the first five days of a
semester.
Crossover Registration Policy
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
It is expected that students will complete most of their degree requirements
through their "home" program; either day
or Weekend College. However, students
may register for one course per term in the
opposite program if space allows. Consult
the Enrollment and Financial Service
Center for information on designated times
and procedures for crossover registration.
Students taking courses in both the dav
and Weekend College programs that total
three course credits or more on any given
date will be charged comprehensive day
program tuition. A Weekend College student taking one day schedule course and
who has fewer than three total course credits will be charged the current part time
tuition for day school.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate schedules.
Weekend College students may not
cross over to attend ACTC (Associated
Colleges of the Twin Cities) courses.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Courses offered on weekday evenings
that are published in both the Weekend
College schedule and day program schedule are open to both groups of students
and are not subject to the crossover policy.
u
Enrollment and Financial Services
Center-(612) 330-1046
Interim Office-(612)
330-1150
Office of Summer School-(612)
330-1000
Office of Weekend College-(612)
330-1743
MAL Graduate Program Office(612) 330-1786
MSW Graduate Program Office(612) 330-1763
MA Nursing Graduate Program
Office-(612) 330-1204
Physician Assistant Program(612) 330-1039
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled day students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Weekend College students may pre-register during the designated time prior to
the start of each term.
68 Academic Information
HECKLIST AND SUMMARY OF
ENERAL EDUCATION REQUIREMENTS
R GRADUATION
This quick-reference checklist is an
abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 71. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer
students are exempt.)
Ci Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
Ci Two different lifetime sports.
Ci Achieve a Math Placement Group score
of three.
Ci Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Two must be Interim courses
(Weekend students are exempt)
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 71.
Cl Complete a major.
Ci Maintain minimum grade point average.
Ci Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
Three Christian Faith Perspectives?
from different areas
One City Perspective
Two Western Heritage Perspectives'
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from. .
different departments
One Intercultural Awareness
Perspective
Two Language Perspectives, other ' .
than your natural language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Ci Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
One course with a Critical
Thinking component
One course with a Speaking
component
,
.
I
-
One course with a Quantitative
Reasoning component
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
Q Satisfy entry level skill requirements in
writing
Q Two different lifetime sports
C3 Achieve a Math Placement Group score
of three.
I Complete 33 course credits. Of these:
11 must be upper division (numbered
300 or above)
;
1
' a
.
.
No students will be permitted to
I lcount more than three courses from
- t h e same department in meeting per,
- - ' spective requirements.
lr
I.
-
=
No more than 13 courses may be in
any one department, with the followI
ing exceptions:
II
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
.,
a
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
.,
.
Other maximums are described on
page 7 1.
a
.+-
--
>+
Academic
*
information' 69
Complete a major.
0 Maintain minimum grade point average
Q Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
One Aesthetic Perspective
One Social World Perspective
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
-
70 Academic Information
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration by the first day of classes (unless
special arrangements have been made) will
have their registration cancelled. They may
register and confirm during the drop/add
period, but special late fees are assessed
and added to their account.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsenceNithdrawal from the College
form may be obtained in the Academic
Advising Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsenceNithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated leave of
absence form must be submitted to the
registrar's office prior to the expiration of
the previous leave of absence period, or an
application for re-admission will be
required.
Students are responsible for keeping
the registrar's office informed of their mailing addresses. All deadlines for financial
aid and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than a specified number of years ago. Students must
meet all of the requirements in effect under
the catalog they choose. Choosing to complete under the current catalog will require
re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
-
Academic Information 71
Requirements For Undergraduate
Graduation:
GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.
until May 2001) - 19.5; and social work
(B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums) .
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
-
72 Academic Information
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, arid certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
H SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students may
retake the Math Placement Assessment
once during their first term of enrollment.
Students are required to take the assessments before registering for the second
term and to have demonstrated removal of
deficiencies by the end of their first year at
Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
-
Academic Information 7:
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses is required.
Mathematics Requirement
Students must achieve Math Placement
Group (MPG) 3 or higher prior to graduation. In addition, many courses require
MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their
MPG as soon as possible. All students are
required to have their MPG determined. In
some cases, students who have transferred
in a mathematics course taken at another
college may have their MPG determined by
the registrar's office. All other students
must take the Augsburg Math Placement
Exam, which is administered by the
Academic Advising Center. The exam is
given during college registration sessions
and at other announced times during the
year. Practice questions and other information are available from the Academic
Advising Center.
Students in MPG 1 may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG.
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College. Review help is available from the
Academic Enrichment Center.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
- Academic Information
'4
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Students may
demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to
take the lifetime sport proficiency test.
Students must satisfy the second lifetime
sport requirement by enrolling in a lifetime
sport course.
Lifetime sports are non-credit courses,
are not counted as meeting Interim course
requirements, and are not included in the
33-course requirement.
GENERAL EDUCATION
The General Education program consists of the first year Augsburg Seminar for
day freshmen, the liberal arts perspectives
and the graduation skills. A primary objective is to develop lifelong learning in the
context of the liberal arts and the mission
of the college.
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
the social world, natural world and westem heritage.
Demonstrate connections between
liberal arts and the major field of study.
Develop an appreciation of the role of
service to society.
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking and quantitative reasoning.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
Academic Information 7:
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the Perspective.
The City (C)
Christian Faith (CF 1, 2, and 3)
Area 1is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
One course credit or experience is
required to meet this Perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
-
'6 Academic Information
Western Heritage @lH 1 and 2 )
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences. and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2 )
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1 )
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
-
Academic Information 7
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Placement
Required
Courses
111 & 112
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
111 & 112
111 & 112
112
112 or 211
211
211 or 212
212
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
EVALUATION AND GRADING I
t A r L A N H I I U N Ut bKALJtS
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
option-traditional
grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
-
3 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
See P/N limitations under Graduation
Requirements, page 71.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
-
Academic Information 7
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken."
"Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
courses completed.
Juniors-16
courses completed.
Seniors-24
courses completed.
International Baccalaureate Program
(1 B)
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
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0 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
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Academic Information 81
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
82 Academic Information
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's commitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses taken:
Freshman-fewer
Sophomore-fewer
Junior-fewer
than seven courses
than 16 courses
than 24 courses
Senior -24 or more courses
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1,2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
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Academic Information 83
an outstanding project as determined by
the student's major department. Students
wishing to be considered for Graduation
with Distinction should consult with their
major department no later than the fall
semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment and Financial Services Center
about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration.
Veterans will need to meet the requirements of the Veterans Administration
regarding repayment of educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years--if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
guidelines-or they will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Students must complete a formal Four-Year Assurance Degree
Plan with the College before the end of
their sophomore year (16 course credits
must be earned) in order to qualify.
Contact the Academic Advising Center for
details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review educahave the right to
tion r e c o r d ~ Y o u
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to request amendment of
education record5-You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information contained in your education records,
A,
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall andfor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim,
Summer Session, the Master of Arts in
Leadership, the Master of Social Work, the
Master of Arts in Nursing, and the Master
of Arts in Physician Assistant studies
courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
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Departments and Programs 87
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of internships and cooperative
education.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
1. Obtain the internship registration
permission form from the Center for
199
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Participation in a concurrent seminar may be expected. Prior to the
beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning
regarding requirements and permission to register.
399
Internship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
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38 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportuniy for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration,
Accounting, and Management Information Systems.
See listing under Interdisciplinary Studies.
A
rt is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central
to the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture I
-Art
+U
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
be
in art history. up to four courses
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in various media, including graphite pencil, ink, pastel pencil, and
charcoal. Subjects include still-life, figures, perspective, and experimental
work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
-
Art 91
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
ART 306
Calligraphy I I
Advanced work in calligraphic media and design.
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making I I
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
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92 Art
ART 478
Sculpture I1
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See description on page 87.
ART 299
Directed Study
See description on page 88.
ART 399
Internship
See description on page 87.
ART 499
Independent StudyIResearch
See description on page 88.
See listing under East Asian Studies.
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
Students must successfully complete
the entire 8-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the linked content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
Biology Faculty
)logy is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
McLaughlin
Major
Nine courses including:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
and at least one from each of the five
following groups:
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
2.
BIO 361 Plant Biology
BIO 440 Plant Physiology
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
36 Biology
7
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
A semester course in organic chemistry
or CHM 3511352 Organic Chemistry
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students should complete their math
requirements early in their college careers.
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Transfer course policy for majors and
minors
All transfer courses must be approved
in writing by the chair. Only those biology
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, no more than two
upper division courses from other institutions may be applied toward the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identify current Minnesota
teacher licensure requirements.
Cooperative Education
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty Biology
majors must have an adviser in the biology
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
-
Biology 97
BIOLOGY COURSl
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Three
one-hour lectures, three hours laboratory. Does not apply to the major or
minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring)
BIO 113
Introductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall)
BIO 114
Introductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes.
98 Biology
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 35 1. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour
tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
-
Biology 99
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215, CHM 352. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 87. (Prereq.: B10 113, 114)
BIO 299
Directed Study
See description on page 88.
BIO 399
lnternship
See description on page 87. (Prereq.: B10 215)
BIO 499
Independent StudyIResearch
See description on page 88. (Prereq.: B10 215)
- BUSINESSADMINISTRA~TION,
ACCOUNTING,
AND MANAGEMEN
lNFORMATION SYSTEMS-BUS,ACC, MIS
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cemto (Chair), Nora M.
Braun, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas F: Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield (MIS Coordinator),
Kathryn A. Schwalbe, Stuart M. Stoller.
Majors
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must
avoid taking too many electives or exceeding the 13-course limit per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
and MIS are considered as being in the
same academic department. Taking extra
electives, or choosing a particular combination of major and minor may require
students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
-
Business Administration 10'
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
International Business
Internships
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACUMIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
02 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
ECO 3 11
ECO 3 12
ECO 313
ECO 315
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Combined Major in Business
Administration and Economics
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Departmental Honors
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
To qualify, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Business Administration 10:
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in accounting
or MIS.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
'D
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
!04 Business Administration
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print, broadcast, and web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: All core courses and ACC 322, or consent of instructor.)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 10
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of market plans. (Prereq.:
BUS 352 and BUS 355)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 87.
BUS 299
Directed Study
See description on page 88.
BUS 399
lnternship
See description on page 87.
BUS 499
Independent StudyIResearch
See description on page 88.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242 Principles of Management
BUS 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice 11
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Departmental Honors
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
-
Accounting 10
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
~ c c o u n t i ntools
~ for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal and Operational Audit
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
08 Accounting
7
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See description on page 87.
ACC 299
Directed Study
See description on page 88.
ACC 399
lnternship
See description on page 87.
ACC 499
Independent StudyIResearch
See description on page 88.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
EGREE AND MAJOR REQUIREMENTS I
Management Information Systems
Major
A. 12 courses in business, accounting, and
MIS:
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 175 Principles of Computing for
Business
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 340 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Seven courses including:
MIS 175, ACC 221, BUS 242 or BUS 252,
MIS 370, MIS 375, ECO 113, and one of
the following: MIS 376 or ECO 318.
Honors Major
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
10 MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with
strong competency in all software mentioned should take MIS 370 instead of
MIS 175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS
175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are
required, usually on a weekday evening.)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 11
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 87
MIS 299
Directed Study
See description on page 88.
MIS 399
lnternship
See description on page 87.
MIS 499
Independent StudyIResearch
See description on page 88.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of
Chemistry
CHM 351, 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
-
Chemistry 111
CHM 482 Advanced Inorganic Chemistry
CHM 470 Principles of Medicinal
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, 11
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
W BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Graduation with Distinction in
Chemistry
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Departmental Honors
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
114 Chemistry
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term
of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
Chemistry 11!
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistly relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry.
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: BIO 367, or consent of the instructor. Spring)
16 Chemistry
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon analytical, physical, and organic chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 87.
CHM 299
Directed Study
See description on page 88.
CHM 399
lnternship
See description on page 87.
CHM 499
Independent StudyIResearch
See description on page 88. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under Speech/Communication and Theatre Arts.
T
he Augsburg computer science
department & v k to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
CSC 451
Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Larry Ragland, Karen
Sutherland.
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Two courses from:
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
-
118 Computer Science
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and six from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of
Philosophy. Charles Sheaffer, Department
of Computer Science.
Major in Computational Philosophy
13 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Modem Philosophy
PHI 365 Philosophy of Science
-
Computer Science 1I!
PHI 385
Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
CSC 160
CSC 170
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145 or MAT 122..
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
122 or 145 or 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
20 Computer Science
CSC 273
CSC 320
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
csc 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
-
Computer Science 12'
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 87.
CSC 299
Directed Study
See description on page 88.
CSC 399
Internship
See description on page 87.
CSC 499
Independent StudyIResearch
See description on page 88.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
DECREE AND MAJOR REQUIREMENTS
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser and are distributed as
follows: four courses in an East Asian Ianguage; four additional courses, two of which
must be upper division (strongly recommended that one of these be a history
course on China or Japan); and an East
Asian studies seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
East Asian Studies 12:
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, (612)
330-1715; Hamline-Richard Kagan, (651)
641-2433; Macalester-Yue-him Tam,
(651) 696-6262; St. Catherine-Helen
Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of Japan
ENG 282 Topics: Introduction to AsianAmerican Literature
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economicshusiness administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
mation systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh (Chair), Satya P Gupta
DECREE AND MAJOR REQUIREMENTS
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses also
required:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
-
Economics 12!
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC0318 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Minor in Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science, page 224.
Departmental Honors
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Combined Major in Economics and
Business Administration
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
and one other upper division economics
course, and six accounting/business
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
See Computer Science, page 118.
and one other upper division business course.
-
126 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12;
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
28 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 87.
ECO 299
Directed Study
See description on page 88.
ECO 399
lnternship
See description on page 87. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent StudyIResearch
See description on page 88.
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendations for licensure by the
State of Minnesota for elementary (grades
K-8), a variety of secondary subject areas
(grades 5-12), and K-12 licenses in art,
health, physical education, and music.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artsAiterature, and
social studies. Additional teaching majors
are available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
critical issues seminar and student teaching are available on a weekend or weekday
late afternoonlevening schedule. Fieldwork
for the seminar and for student teaching
must be completed during regular weekday
hours. All students must have some time
available each term for field experiences.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
2000 and beyond. All students who will
complete degrees and/or licensure programs after August 31, 2001 fall under the
new licensure rules and must complete the
program outlined in this catalog. Students
who entered the College under a previous
catalog and who will complete their licensure after August 3 1, 2001 must comply
with the new program. No one will be
licensed under programs described in previous catalogs after August 3 1, 2001.
Education Faculty
Vicki Olson (chair), Virginia Allery,
Mary Ann Bayless, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Mary
Jacobson, Anne Jensen, Lynn Lindow,
Susan O'Connor, Ron Petrich, Barbara
West
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following pre-requisite courses, core courses in math and
science, and major courses in education.
To be licensed they must also complete
an approved concentration and student
teaching.
Non-departmental pre-requisites:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
Math and Science Core
MAT 131 Math for the Liberal Arts
( W C T ) (if math concentration: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math concentration: MAT 122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
1).
-,
PHY 114 Earth Science for Elementary
Teachers
BIO 102 (NW 2) (If science concentration, check with education
department)
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(registration continues through
Capstone Block)
Methods Block I
EED 310 K-6 Methods: Health/PE
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsKhildren's Literature
Methods Block I1
EED 340 K-6 Methods:
VisuaVPerforming Arts (.5)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies~ThematicStudies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society (Wl)
Student Teaching Block
EDC 481, 483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Beginning September 1, 2001, the state
of Minnesota will require specific supporting concentrations of study as a part of all
elementary teacher licenses. Teachers will
be able to teach at the middle school level
in their area of concentration. Students
must complete a coursework program in
one of the following concentration areas:
communication artsAiterature, mathematics, science, or social studies. In the future
an early childhood concentration may
become available through the ACTC consortium. Contact the education department
for further information.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the concentration, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, concentration, and
education major courses. The equivalent of
-
Elementary Education 131
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 over-
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artsAiterature, health,
mathematics, music, physical education,
physics, and social studies.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental Prerequisites
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA 1)
PROGRAM REQUIREMENTS I
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
all GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
EDC 220 Educational Technology (.5)
Foundations Block I1
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(Registration continues through
Capstone Block)
Methods Block I
ESE 300 Readinwriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl)
Student Teaching Block
ESE 481, 483, 485,487 Student Teaching
(3.0-4.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, pre-requisite, and
education program courses must have a
grade of 2.0 or better.
Art, Health, Music, and Physical
Education Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary educa-
-
132 Secondary Education
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom
music (5-12); (2) Orchestra and classroom
music (5-12); (3) Vocal and classroom
music (K-9); (4) Vocal and classroom
music (5-12).
Students may no longer license in a
minor field of study.
EDC 200
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system.
Fieldwork experience. (Prereq.: ENG 111, sophomore standing)
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations.
Computer training will be included in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 315
Critical Issues Seminar (.5 course)
Reflective process to discuss field experience and critical issues in education.
Assistance with program portfolio. Registration continues until completion of
EDC 480. (Prereq.: PPST and admission to department)
EDC 410
The Special Needs Learner
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)
-
Elementary Education 13:
EDC 480
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)
EED 310
K-6 Methods: HealthIPhy Ed
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 340
K-6 Methods: Visual/Performing Arts (.5 course)
Examination and preparation of materials and resources for visual/performing
arts at the kindergarten and elementary levels. Fieldwork experience. (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 experiences. (Prereq.: PPST and
admission to department)
EED 370
K-6 Methods: Social StudiesIThematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 481,483,485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
134
Secondary Education
SECONDARY EDUCATION - ESE
ESE 300
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience. (Prereq.: PPST and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 320
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and curriculum development.
Required for elementary concentration in communication artsfliterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication artsAiterature license do not need to
take ESE 300).
ESE 356
5-12 Methods: Communication Arts
Introduction to the teaching of speaking, listening, and media in middle and
high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and admission to
department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(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, 487 Student Teaching
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
EDC 410
EDU 491
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
A
ugsburg College has cooperative
arrangements with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university Students accepted into
the program will be considered for admission to the engineering school if they corn-
-
Engineering 13
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study. English
believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, Dallas Liddle, Roseann Lloyd,
Carter Meland, John Mitchell, Capper
Nichols, Ronald Palosaari,John Schmit,
Joan Thompson
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 1 3
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in ~ h c
English department should also work
closely with an adviser in the department.
Communication ArtsILiteratuni
,
Teacher Licensure Major
Prerequisite: ENG 111
I
Major Requirements (12 courses) I
ENG 225 Intermediate Equpnsito*
Writing
ENG 226 Creative Writing
I
or ENG 227 Journalism
I
or one additional upper division literature course from ENG 331, 336, 337.
350, 351, 338/438
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the EilgIBh
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching \%'riting
ENG xxx Upper division literaturn course
from ENG 331,336, 331,350,
351, 338/438.
Note: If students choose two literamre
courses, one must be in American lilernture (ENG 350 or 351) and one musi be in
British literature (ENG 331, 336, 337.
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Cnrnmunica~ion
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 Adolescent Literature and
Reading
ESE 356
Speech/Communications/Media
Literacy Methods
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 220, 310, 341, 343,441, 443;
ESE 300; EDC 410, 480; student teaching.
Contact an education department adviser
for information.
This major is only for those who seek
to be licensed in communication artsAiterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
- English
40
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences-are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruc-
tion than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing with a grade of
2.0 or higher before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permissionfpetition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature andlor consent of the instructor.
ENG 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENG 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
ENG 216
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
English
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENG 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
ENC 245
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
14
-
-
12 English
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENG 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, C e ~ a n t e sRabelais,
,
Voltaire, and Ibsen. (Spring)
ENG 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENG 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENG 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENG 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
ENG 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
-
English 1 4
ENG 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENG 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENG 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: consent of instructor)
M English
I
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 87.
ENC 299
Directed Study
See description on page 88.
ENC 399
lnternship
See description on page 87. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 88. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
(;ENERAL bTUDIES-GST
s
ome courses help to integrate leaming around topics in ways that are different
from the more traditional disciplines.
CST 009
Cooperative Education
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
GERMAN
See listing under Modem Languages.
"a HEALTH AND lJHYSICAL
-tually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Instructional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Patricia Murphy, Jack Osberg,
Joyce Pfaff, Missy Strauch
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Health and Physical Education 14;
Minor
Minor
HPE 101, 110, 114, 115,316,320, 390,
450, BIO 103.
HPE 101, 115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
48 Health and Physical Education
-
HEALTH EDUCATION
HPE 100
Wellness (.5 course)
This course is designed to create an awareness of factors affecting one's state of
well-being with emphasis on individual control over these factors. This course
will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health
decisions.
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and senices. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, cuniculum, and assessment included.
(Interim)
HPE 355
Tests and Measurement (-5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Interim)
HPE 410
Administration and Supervision of the School Health Program (.5
course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Interim)
-
Health and Physical Education 14!
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 232
Dance
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Interim)
HPE 254
lntroduction to DevelopmentalIAdapted Physical Education
(.5 course)
A general overview of developmentavadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(-5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Interim)
HPE 323
Team Sports
(.5 course)
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports
(.5 course)
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day campinghiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years)
150
Health and Physical Education
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement (.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 455
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interesetd in the art and
practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing).
(Interim)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 87.
HPE 299
Directed Study
See description on page 88.
HPE 399
lnternship
See description on page 87.
HPE 499
Independent Study/Research
See description on page 88. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
5 2 History
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 15:
HIS 228
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
54 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 169 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
-
History 15.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 87.
HIS 299
Directed Study
See description on page 88. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See description on page 87.
HIS 499
Independent StudyIResearch
See description on page 88. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T h e r e are two ways to graduate from
the Honors Program-Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satis-
fying all program requirements, a 3.5 GPA,
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board.
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
HON 160
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
HON 210
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 21 1
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 212
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 214
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 365
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity
HON 401
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community.
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modern
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only requirements are INS 105 and at
least one upper division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required f o ~
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENG 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China. (Cross-listed with the Women's Studies Program.)
58 Interdisciplinary Studies
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American lndian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today. (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American lndian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
(Prereq.: junior standing)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
INS 3811581 Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
Metro-urban studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Metro-urban studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate
studies in planning, architecture, law, public administration, environmental studies,
social welfare, government, community
organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities
n
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics.
60 Interdisciplinary Studies
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES
Internships and Independent Study Courses:
INS 199
Internship
See description on page 87.
INS 299
Directed Study
See description on page 88. (Prereq.: POL 122 or SOC 211)
INS 399
lnternship
See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
lndependent Study-Metropolitan Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
lndependent StudyIResearch
See description on page 88. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
I. Metro-Urban Studies Term (MUST)-Fall
six interdisciplinary field learning programs of exceptional quality located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
or Spring
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
-
Interdisciplinary Studies 16'
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 87.
II. City Arts-Spring
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 87.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA)
equivalent competency)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
-
162 Interdisciplinary Studies
NORDIC AREA STUDIES-NAS
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world histoly.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
-
Interdisciplinary Studies 16:
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See description on page 87.
NAS 299
Directed Study
See description on page 88.
NAS 399
lnternship
See description on page 87
NAS 499
Independent StudyIResearch
See description on page 88.
For degree and major requirements see page 262.
164 INTERNATIONAL KELATIONS
I
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Norma Noonan
Required courses:
ECO 112 Principles of Macroeconomics
Principles of
or ECO 113
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,348,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fuming the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
-
International Studies 162
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributionlgenera1 education, and graduation requirements
when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners. In addition to semester and year-long programs,
Interim and summer abroad courses also
provide a number of educational opportunities. Students interested in these or other
external off-campus study experiences
should contact the Center for Global
Education. Applications are due March 1
for the fall term or academic year, and
September 30 for the spring term. The cost
for many programs is comparable to full
room, board, and tuition for on-campus
study, plus airfare. Financial aid is granted
on the same basis as on-campus study
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
66 International Studies
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Study abroad through Intemational
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group. For further information, contact the International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, roAm, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Intemational study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
-
International Studies 16;
CENTER FOR GLOBAL EDUCATION COURSl
CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(M EXIC0)-FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Participation in the program will fulfill one IAl
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April
1
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2,
or 3 perspective)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1transformation.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service
required.
-
168 International Studies
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
Participation in the program will fulfill one IA1 general education perspective credit,
and a Spanish course will fulfill one IA1, 2 or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SOC 286
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
POL 295
Political Economy of Development in Latin America: Gender and
Environmental Perspectives
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
REL 31 1
Theology, Ethics, and the Environment
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service
required.
International Studies 16
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
Participation in the program will fulfill one IAl general education perspective credit.
REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
INS 399
Internships
1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL
OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
70 International Studies
Salvador, and Nicaragua. Application deadline is April 1.
Participation in the program will fulfill one IA1 general education perspective credit.
REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2
or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30.
Participation in the program will fulfill one IA1 general education perspective credit
and REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
-
International Studies 17
POL 359
Topics: Women in Comparative Politics-Southern
Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS xxx
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
INS 399
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
Augsburg application deadline: March 1.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Independent Study (Students may choose either INS 372 or 499)
-
72 International Studies
SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL
This interdisciplinary program, with travel to Guatemala and Ecuador, provides an
overview of history, culture, economy, and politics of these regions. Students study theories
and models of development and explore their usefulness in understanding the regional and
global context. Augsburg application deadline: March 1.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in barrio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador,
students live with local families, work in an agency three days a week, and meet as a group
twice a week. Augsburg application deadline: March 1.
INS 366
Community Participation for Social Change
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
Independent Study
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
International Studies 1;
INS 399
(2 course credits)
Internship Placement and Seminar
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)--SPRING
Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in
Guatemala, with travel to Cuba or another Latin American country. Aupburg application
deadline: Sepr. 30.
All students take these four inter-related courses:
Social Dynamics and the Environment
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
INS 499 Independent Study Project (students chooses topic)
Check with the specific international studies program director for requirements in the
program.
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Business Administration, Accounting, and Management
Information Systems.
76 Mathematics
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College. Review help is available from the Academic Enrichment
Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra. WEC-additional sessions are required)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG
3)
MAT 121
Finite Mathematics
Concepts of finite mathematics such as combinatorics, probability, matrices,
linear programming, theory of interest, and graph theory with an emphasis on
quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics 17;
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
MAT 145-146 Calculus 1 8 11
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
- -
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
178 Mathematics
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, a i d formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 331
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
MAT 373
MAT 374
Probability and Statistics I
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics II
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
-
Mathematics 1 7 s
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two MAT courses numbered above 200 and consent of instructor)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 87.
MAT 499
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered cumculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 88.
See listing under Interdisciplinary Studies.
- M O D E R N LANGUAGES
Modern Languages Faculty
The
Department Of
Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
liberal arts educkon for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in intemational business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h
Soto, Donald Steinmetz
Major
The major consists of nine courses
above 21 1, including two courses in culture, two courses in language, two courses
in literature and three electives (from any
of the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 2 11,including one each in language,
literature, and culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Graduation with Distinction
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for lim-
-
Modern Languages 181
its on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Teacher candidates in French, German,
and Spanish must consult with the
Department of Education for specific information and enrollment in the program as
well as for information on special methods
courses. All transfer teacher candidates,
including those who have completed a college language major elsewhere, must take
at least two courses in language, literature,
or culture at Augsburg. A minimum grade
of 3.0 in Conversation and Composition
(311) is a departmental requirement for
teaching majors. Licensure requires successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
After spring term 2001, Augsburg
College will no longer offer a licensure
program in modem languages. See the
Department of Education or the chair of
the Department of Modem Languages for
information on other options.
AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall: 111; spring 112. WEC-additional sessions required)
-
182 Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, inteniews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and &&mar. Laboratory work.
(Fall: 211; spring: 212)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
-
Modern Languages 18:
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 87.
FRE 299
Directed Study
See description on page 88.
FRE 399
Internship
See description on page 87.
FRE 499
Independent StudyIResearch
See description on page 88.
GERMAN (CER)
CER 111, 112 Beginning Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. Laboratory materials available. (Fall: 111; spring:
- 112.
WEC-additional sessions required.)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 295
Topics in Literature, Culture, or Linguistics
CER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
CER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
-
184 Modern Languages
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Man, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 87.
CER 299
Directed Study
See description on page 88.
CER 399
lnternship
See description on page 87
CER 499
Independent StudyIResearch
See description on page 88.
-
Modern Languages 18:
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1, 212 Intermediate Norwegian I, II
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
NOR 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Camposition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
-
186 Modern Languages
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on litera~yand
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 87.
NOR 299
Directed Study
See description on page 88.
NOR 399
lnternship
See description on page 87.
NOR 499
Independent StudyIResearch
See description on page 88.
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
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M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA) . Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Rick Penning, Nicholas Raths, Sonja
Thompson, Angela Wyatt.
Fine Arts Coordinator
Carley Miller
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
AU students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
-
Music 185
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiencyrequirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal proficiency requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
major candidates should consult with the
director of music therapy before applying
for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
-
190 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Music Minor
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Core curriculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music 111
MUS 202 Form and Analysis
MUS 21 1 Aural Skills 111
MUS 212 Aural Skills IV
MUS 23 1 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major. Language requirements are fulfilled
in accordance with Augsburg's general education guidelines and with the approval of
the student's music adviser. Checklists for
specific degree programs are available in
the music department.
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
-
Music 19'
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Requirements
Core cuniculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition I, I1
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Era
MUS 334 Music of the 20th Century
MUS 241 History of Jazz
MUS 320 Worlds of Music
Eight quarter course credits of
performance studies in the major
instrument/voice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble on the major instrumenuvoice
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching.
Requirements
Core curriculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
ENG 111 Effective Writing
INS 105, or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 ReadingNriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
VocaVGeneral:
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/F'ercussion (.25)
MUS 357 Music Methods: Woodwinds
(.25)
MUS 355 Music Methods: Strings (.25)
InstrumentaWGeneral:
MUS 359 Music Methods: ChoraWocal
(.25)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
92 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251, 252, 253,
254
Instrumental emphasis-ne
course credit
of music elective
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
Four half course credits of performance
studies in the major instrumendvoice (second and third year)
Two full course credits of performance
studies in the major instrurnentlvoice
(fourth year)
Eight quarter course credits in a major
Augsburg ensemble on the major
instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Improvisation competency on major
instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrurnentlvoice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditionlinterview application
process. The bachelor of music performance
program prepares gifted performers to com-
pete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core curriculum
MUS 311,312
MUS 358
MUS 459
plus:
Composition I, 11
Full junior recital
Full senior recital
One of the following three areas of emphasis:
Vocal emphasi+MUS 251,252, 253, 254,
435, EDS 359, one course credit of music
elective
Piano or organ emphasi+MUS 301,302,
436, 456, one half course credit of music
elective
Inshumental emphasisMUS 301,302, one
and one half course credits of music electives, one methods course for major instrument
Two quarter course credits and six full
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Or, for piano or guitar emphasis:
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
ins trumendvoice
-
Music 19;
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or 11
MUS 372, 373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Strongly recommended:
MUS 359 Music Methods: Vocal
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumentlvoice
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Minor
Requirements: 6 course credits
MUS 101, 102
Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
One additional music course.
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrument/voice
Pass one music repertoire test
Departmental Honors
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
-
9 4 Music
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andfor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
or Riverside Singers of Augsburg will satisfy the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-112 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
112 course credit-1 hour lesson,
8 hours of practice per week
One course credit-1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
-
Music 1 9
instruction for credit is graded traditionally
Music majors and minors must declare an
area of concentration. Freshmen may be
awarded free lessons, if taken for credit, in
their major instrumendvoice and with the
recommendation of their private lesson
instructor. Any lessons during Interim or
summer are arranged privately with the
instructor. A student who cannot attend a
scheduled lesson is required to notify the
instructor at least 24 hours in advance.
Otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson. Limited
school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrumendvoice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumendvoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a pass/fail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
96 Music
-
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
(.5 course)
Materials of Music 11
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
MUS 201
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
MUS 211
Aural Skills 111
MUS 212
Aural Skills IV
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(-5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Materials of Music 111
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
-
Music 19
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
-
98 Music
Thefollowing four half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 23 1, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
cuniculum. Open only to advanced students upon approval by the faculty.
H INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See description on page 87.
MUS 299
Directed Study
See description on page 88.
MUS 399
lnternship
See description on page 87.
MUS 499
lndependent StudyIResearch
See description on page 88. Open only to advanced students upon approval of
the faculty.
Music 19
7
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessaly to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 358
JuniorRecital
(.O course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
MUSIC THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
00 Music
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474,475 Music Therapy Practicums
(.25 course each)
Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
-
Music 20'
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers o f Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
MUE 145
Piano Ensemble (.O course)
-
!02 Music
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally. All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M.-Education major-Enter I1 attain
IV; B.M.-Performance major-Enter I1 and
attain \!
LESSONS
MUP 111-411 Voice
MUP 137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 134-434 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP181-481
Organ
MUP 191-491
Harp
MUP 192-492
Improvisation
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
College Department of Music.
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Karen Ballens, Biology, Sandra Olmsted,
Chemistry, Jeff Johnson, Physics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisrnal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistry
One math course: MAT 114, 122, 145, or
163
-
!04 Natural Science Teaching Licensures
Physical Science Broad Base
Requirement
BIO 113,114,215
PHY 101,106
Geology
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, I1
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
recommended from PHY 261,320,327,
352,420,486,488
One year of general chemistry- CHM
105,106 or CHM 115,116
Two courses from:
CHM 364,367,464,481,482,495
One year of general physics-PHY
122
121,
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
T
-
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Meny Beth Gay,
Sue Nash, Pamela Weiss
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 43 1 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should
consult with the program coordinator from
the Department of Nursing for program
planning.
-
06 Nursing
Departmental Honors
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 l/2 hour time block. Clinical
practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
-
Nursing 20
NUR 305
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teachingearning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
-
08 Nursing
NUR 403
NUR 431
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 88.
Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to
audit courses.
** This course involves an additional clinical fee.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning with the help of great
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, or the Christian ministry.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Philosophy Major
Nine courses including:
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111:
Enlightenment and 20thCentury Analytic Philosophy
A 400-level course (other than PHI 499)
Four elective courses in philosophy
Five courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 118.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242, and 343.
-
!lo Philosophy
.-
-- -
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 241
History of Philosophy I: The Classical Philosophers
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy (Suggested prior course: PHI 241. Spring)
-
Philosophy 21
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 2851385 Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 343
History of Philosophy Ill: Modern Philosophy
The quest for the nature and origin of knowledge in the writings of the
Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings
of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to
Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein.
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation,
genetic engineering, abortion, care for the dying, and euthanasia.
'
-
1 2 Philosophy
PHI 3851285 Introduction to Formal Logic and Computation Theory
(See description for PHI 285/385)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 87.
PHI 299
Directed Study
See description on page 88.
PHI 399
lnternship
See description on page 87.
PHI 499
Independent StudyIResearch
See description on page 88.
PHYSICALEDUCATION
See listing under Health and Physical Education.
T
he Augsburg
Assistant
- Physician
Program is designed for students interested
m careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of 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 providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), Martha Kelly,
Terry Lewis, LuAnn Shay, Christine
Bosquez, Donna DeGracia
Major
First Year (Twelve Months)
Twelve courses including:
PA 311
Human Anatomy and
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
PA 351
Pharmacology I
PA 361
Clinical Medicine I
PA 371
History & Physical Exam
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
1 4 Physician Assistant
Second Year (Fifteen Months)
ENTRANCE REQUIREMENTS
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as maditional grading.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine ............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics........................ .6 weeks
PA 440 OB/Gynecology ...............6 weeks
PA 450 Emergency Medicine ......6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
Program Change
As of May 2001, the PA Program will
be a graduate program and award a master
of science degree with the PA Certificate.
Prerequisites will change accordingly.
One year biological sciences for majors
One full course sequence oE
Organic Chemistry
Microbiology
Biochemistry
General Psychology
One course in medical terminology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectives/skills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
-
Physician Assistant 21
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
Pharmacology I
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
16 Physician Assistant
7
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
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Physician Assistant 217
OBICYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
Psychiatry
A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Mark Engebretson, Kenneth Erickson,
Anthony Hansen, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch, Thomas Powers
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General PKysics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
-
Physics '219
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory 11
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus I11 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Graduation with Distinction
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
-
'22 Physics
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 35 1. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 87.
PHY 299
Directed Study
See description on page 88.
PHY 399
lnternship
See description on page 87.
PHY 499
Independent StudyIResearch
See description on page 88. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Philip Fishman,
Milda Hedblom, Mary Ellen Lundsten,
William Morris, Norma Noonan, Susan
Riley, Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective-one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a fac-
-
?24 Political Science
ulty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Areas
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
-
Political Science 22
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration and Policy Analysis
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 370
Constitutional Law
(See Section I V for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
-
26 Political Science
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
-
Political Science 22
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Mantist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
- Political Science
28
POL 383
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
lnternship
See description on page 87. P/N grading unless internship supervisor grants
exception.
POL 299
Directed Study
See description on page 88.
POL 399
lnternship
See description on page 87.
POL 499
Independent StudyIResearch
See description on page 88.
P
sychology is an exploration of
behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasues the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community. The
cuniculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related s e t t i n g s
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional specializatio=linical,
counseling, physiological, developmental, social, cognitive,
and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy.
Students may tap this expertise through a
variety of learning experiences-within
and outside the classroom, with group and
individual projects, and through association with Augsburg's active Psychology
Club, Psi Chi Honor Society, and facultystudent research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Emily Hause, Victoria Littlefield, Bridget
Robinson-Riegler,Jennifer Wenner
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contempora~yIssues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
30 Psychology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
-
Psychology 23
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientificmethod as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 200 or consent of insh-uctor)
PSY 330
PSY 351
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 200)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
- Psychology
32
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 200)
PSY 361
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Focus on the people in psychology's history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.: PSY
102 or 105)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
Psychology 23:
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
Internship
See description on page 87. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 88. (Prereq.: PSY 102 or 105)
PSY 399
lnternship
See description on page 87. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 88. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andfor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Beverly Stratton (Chair), Janelle Bussert,
Bradley Holt, Rolf Jacobson, Lynne
Lorenzen, Philip Quanbeck 11, Mark
Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Graduation with Distinction
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward tlie religion
major or minor.
-
Religion 23:
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one.
The second step will be conducted by
the Youth and Family Institute staff with
help from experienced pastors, a member
of the religion faculty, and youth and family ministers. This usually follows the
internship in the fall of the senior year.
Retaking the "Self Portrait," an essay, an
assessment of the internship, and an interview are required. This step is very important for recommending the students for
employment.
Youth and Family Ministry Major
Ten religion courses including:
Theology core:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 World Religions
REL 353 Denominations and Religious
Groups in America
REL 343 Theology of Marriage and
Family
and four supporting courses:
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
!36 Religion
2217Or 331 is prereq~site to aU other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
REL 111
Department approval is necessary
before courses taken in other colleges can
be accepted for religion department credit.
All majors must have an adviser in the
department.
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerlhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
REL 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
-
Religion 23:
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
-
138 Religion
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 425
Christian Spiritual Practices
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terns of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church.
-
Religion 23'
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the tradi-
tional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. Before taking the seminar, each major must have
written one formal research paper and placed it on file with the department
chair. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 87. Limited to special cases.
REL 299
Directed Study
See description on page 88.
REL 399
Internship
See description on pages 87 and 235.
REL 499
Independent StudyIResearch
See description on page 88.
See department listingfor a description of thefollowing approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
40 RUSSIAN, CENTRAL,
AND EAST
EUROPEANSTUDIES (ACTC
T
his major, offered through the
Associated colleges of the ~ w i Cities
i
(ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
PROGRAM)
DEGREE AND MAJOR REQUIREMENTS
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1,as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
I
AUCSBURC
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communist/Post
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to one another:
(Location:A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HlST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
See Nordic Area Studies under Interdisciplinary
Studies.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, (612) 330-1761;
Hamline, Karen Vogel, (651) 641-2973 and
Nick Hayes, (651) 641-2314; Macalester,
Gary Krueger, (651) 696-6222; St.
Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour,
(651) 962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T h e social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work uroeram (B.S.W.) is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, and communities
building on strengths, and to develop and
analyze social policy. The mission of the
department is to develop social work professionals for practice that promotes social
justice and empowerment towards the
well-being of people in a diverse and global society.
.
L,
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The ethnic and economic diversity in this metropolitan area enriches
opportunities for social work students to
learn to understand, appreciate, respect,
and work with people different from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to use their talents
and skills to address the needs of society,
always emphasizing social justice and the
central importance of diversity in the social
fabric of our world.
Social Work Faculty
Terry Cook (Co-Chair), Edward
Skarnulis (Co-Chair), Anthony Bibus
(BSW program director), Susan Bullerdick,
Vem Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch (MSW program
director), Francine Chakolis, Maria Dinis,
Sumin Hsieh, Rosemary Link, Sharon
Patten, Curt Paulsen, Phu Phan, Glenda
Dewberry Rooney, Michael Schock (BSW
field coordinator), Clarice Staff, Maryann
Syers
- 3ocial Work
44
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
soc 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of elective courses in
the area and a senior practicum in that
special area. For social ministries, a minor
in religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Culture: Ethnicity, Gender,
and Race
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-
Social Work 24
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
-
46 Social Work
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community through a
required service-learningproject. (Prereq.: senior standing or consent of
instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK
301 in the day program, and junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 301 in day program and SWK 306 in
WEC. P/N grading only)
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
*Can be taken in coordination with cooperative education, which may provide paymentfor
work infield sites.
-
Social Work 24
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
Senior and candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 87.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 88.
SWK 399
lnternship
See description on page 87.
SWK 499
lndependent StudyIResearch
See description on page 88.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
S
ociology
-. is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Eric Buffalohead,
Gany Hesser, Gordon Nelson, Michael
O'Neal, Tim Pippert, James VelaMcConnell
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modern Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, and the solution of problems that lead to crime.
Students interested in community crime
prevention as well as the traditional
aspects of criminal justice-ourts,
prisons, probation, and law-will be served by
this major. See department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Sociology 249
Concentration in Social Psychology
Departmental Honors
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair for specific requirements. An application for the honors major
must be completed by spring of the junior
year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are expected to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility.
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and the modem cultural and
social patterns.
-Sociology
250
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems.
SOC 265
Gender, Race, and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304
Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3 . Fall)
SOC 363
Research Methods
Good research-do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
-
-
Sociology 251
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 87.
SOC 299
Directed Study
See description on page 88.
SOC 399
lnternship
See description on page 87.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 88. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
SPEECH/COMMUNICATION
AND
THEATRE
ARTS-spc, THR
0
ur quality
- - of life, both personally
and professionally, depends in large part
upon the quality of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
BACHELOR OF ARTS
Communication Major
12 courses overall--seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Advanced Public Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 35 1 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226, 227.
Rhetoric Emphasis (Day)
Five additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 120,
230; PSY 325,371; SOC 362,375.
Organizational Communication
Emphasis (Day)
Five additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; INS 395; PSY 325,371,
373; SOC 265,349,375.
Mass Communication Emphasis (Day)
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360;
SPOTHR 333.
Public Relations and Advertising
Emphasis (WEC)
Students interested in this emphasis are
strongly urged to take ENG 227
Journalism as part of the major.
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,480; POL 342.
Marketing Communications Emphasis
(WEC)
Five electives from: BUS 252, 352,355,
357,450; SPC 399,480; POL 342.
Human Relations Emphasis (WEC)
Five electives from: INS 395; PSY 373,
485; SOC 231,265,349,375; SPC 329,
345,399,480.
Supervisory Management Emphasis
(WEC)
Five electives from: BUS 242, 340, 440;
INS 395; MIS 175,379; PSY 373; SOC 349;
SPC 345,399
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Film minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPCITHR Topics 295: 16mm Film
SPCrrHR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRJENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Communication Arts/Literature
Teacher Licensure Major
This major is only for students who
seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The
course requirements for the new licensure
are listed under the Department of English,
on p. 139.
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111 and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 321
Advanced Public Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 329
lntercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 410
The Self and the Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
SPC 480
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
-
lnternship
See description on page 87.
SPC 299
Directed Study
See description on page 88.
SPC 399
lnternship
See description on page 87.
SPC 499
Independent Study/Research
See description on page 88.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENG 226
ENC 241
ENG 347
INS 395
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
I HEATRE ARTS-THR
T
he study of theatre is finnly grounded
in the liberal arts, integrating kno&ledege
and principles from many academic and
artistic disciplines, including speechlcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the cumculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modem, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses overall-eight required core
courses and two courses chosen from THR
electives.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
The following cross listed and capstone
courses are encouraged, but not required:
THRJMUS235 Introduction to Music
Theatre Performance
THRlENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
Students may take a maximum of 13
credits in the major.
-
158 Theatre Arts
Ten experiential learning units in three
or more of the following areas: performance (three required), artistic (one
required), and production (four required).
Unless you are a transfer student, all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325, 328, 350,360,361,
365; seniors THR 365, 366.
Note: Several courses are offered alternate years only. Thirteen theatre courses
are allowed toward graduation.
A capstone course, such as an internship, is encouraged, but not required. THR
002, 003, 004, or 005 is recommended to
fulfill lifetime sports requirements.
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five experiential learning units in the following areas: performance (two required),
artistic (one required), and production
(two required).
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPC/THR Topics 295: 16mm Film
SPC/THR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
-
Theatre Arts 25!
Dance and Theatre Teacher Licensure
Major
The State of Minnesota has changed the
licensing requirements for teachers who
seek to be licensed in theatre. At publication of this catalog, the Theatre Arts
Program is in the process of seeking
approval of a dance and theatre teacher
licensure major with a theatre specialization. Students should consult directly with
both the Augsburg Theatre Arts Program
and the education department.
THRIHPE 002, 003 Lifetime Sports-Introduction
to Dance
(.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 004, 005 Lifetime Sports-Modern
(.O course)
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THRlHPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
THR 245
lntroduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
-
!60 Theatre Arts
THR 325/ENC 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333/SPC 333 Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance;
should be taken concurrently with SPC 343.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or spring: alternate years)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 26'
THR 366
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See description on page 87.
THR 299
Directed Study
See description on page 88.
THR 399
lnternship
See description on page 87.
Independent StudyIResearch
See description on page 88.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
Program with 'Ourse offerings at Augsburg
College, Hamline University the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not
On gender, but also
that race, class, and sexual identity are crucia1 aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Grace B. Dyrud, Doug
Green, Milda Hedblom, Lynne Lorenzen,
Patty Murphy, Beverly J. Nilsson, Norma
Noonan, Michael O'Neal, Timothy Pippert,
Beverly J. Stratton, James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in
Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three tourses must be upper division courses.
Students may take courses at any of the
colleges participating in the
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been prestudy credit:
approved for
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordinator.
-
Women's Studies 26:
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 205
lntroduction to Cay and Lesbian Studies
This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of
gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion
experience. (Lab fee: $50)
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 405
lntroduction to Cay and Lesbian Studies
(See description for WST 205)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 87.
WST 299
Directed Study
See description on page 88.
WST 399
lnternship
See description on page 87
jd BOARD OF KECENTS
Chair
Kathryn H. Tunheim
Secretary
Ruth E. Johnson '74
Vice Chair
Norman R. Hagfors
Treasurer
Glen E. Person '47
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Jackie Cherryhomes '76 (2004)
President, Minneapolis City Council,
Minneapolis, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*Tracy Lynn Elftmann '81 (2002)
Owner, Customized Employer Solutions,
Edina, Minn.
*H. Theodore Grindal'76 (2002)
Attorneypartner, Lockridge Grindal
Nauen 65 Holstein P.L.L.P., Minneapolis,
Minn.
Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis,
Minn.
*Dr. Ruth E. Johnson '74 (2000)
Assistant Professor of Medicine, Mayo
Clinic; Director, Mayo Breast Clinic,
Rochester, Minn.
Dean C. Koppemd (2004)
Chief Executive Officer, Fortis Financial
Group, Woodbury, Minn.
David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Gloria C. Lewis (2005)
Director, Violence Prevention Programs,
Chicago Department of Health, Chicago,
Ill.
Rev. Jose Antoinio Machado (2004)
Pastor, Todos Los Santos Congregation,
Minneapolis, Minn.
James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis,
Minn.
*Rev. Mark S. Hanson '68 ex officio(2002)
Bishop, Saint Paul Area Synod ECLA, St.
Paul, Minn.
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, St. Paul, Minn.
Beverly Thompson Hatlen (2005)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Richfield,
Minn.
Rev. Glenn W. Nycklemoe ex officio
(2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, Minn.
Allen A. Housh (2001)
Business Consultant and President, A.A.
Housh and Associates, Edina, Minn.
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, Minn.
-
Board of Regents 26
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, Minn.
*P. Dawn Taylor '78 (2002)
Des Moines, Iowa
Wayne G. Popham (2000)
Senior Attorney, Hinshaw & Culbertson,
Minneapolis, Minn.
Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
Glen J. Skovholt (2000)
President, Skovholt.com Government and
Community Affairs Consultants, St. Paul,
Minn.
Kathryn H. Tunheim (2004)
President, Tunheim Santrizos Company,
Minneapolis, Minn.
*Joan L. Volz '68 (2000)
Welch, Minn.
May Ka-Yee Yue (2000)
President and CEO, Sky BioHealth
Solutions, Inc., Eden Prairie, Minn.
*Jean M. Taylor '85 (2000)
Vice President, Development, Taylor
Corporation, Eagan, Minn.
DIVISION
FOR HIGHER
EDUCATION AND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
The Rev. John G. Andreasen
Vice-Chair, Board of Directors
Donna Coursey
Secretary, Board of Directors
Dr. Dean Baldwin
Executive Director
Dr. W. Robert Sorensen
Director for Administration and
Planning
Sue Rothmeyer
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Dr. Cheryl Chatman
AND
Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and
s Dean
of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D.,
University of Michigan.
Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A.,
Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union
Theological Seminary.
Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College;
M.P.A., Hamline University; M.B.A., University of Chicago.
Administration
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer
Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary; Ph.D., University of Minnesota.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center.
B.A., University of Wisconsin-Madison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
-
Augsburg College Faculty 2C
Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University
of Minnesota.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center.
s
B.A., Augsburg
College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University
John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas.
Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D.,
University of Minnesota.
Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of
Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg
College; M.A., College of St. Thomas; Ph.D., University of Minnesota.
Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University
-
70 Augsburg College Faculty
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota.
B
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of
Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed.,
University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.EA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of
Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D.,
University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
-
Augsburg College Faculty 27
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A.,
M.A., University of Minnesota.
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan
State University; Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business
Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline
University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany;
M.S., University of Illinois at Urbana; Ph.D., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Harnline University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of
St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University
Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and
Theatre Arts. B.A., M.A., Ph.D., University of Minnesota.
' 2 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of
North Dakota.
Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies.
B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England
Conservatory of Music.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A.,
University of Minnesota.
Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S.,
Ph.D., University of Minnesota
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University
-
Augsburg College Faculty 27:
Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S.,
M.A., Mankato State University.
F
Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri
State University.
Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D.,
University of Chicago.
Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and
Theatre Arts. A.B., Occidental College; M.EA., Yale University.
Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College;
A.N., Anoka Ramsey Community College; B.S., Metropolitan State University;
M.S., University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
114
Augsburg college Faculty
7
Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div.,
Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University;
M.A., Kean College; Ph.D., University of Minnesota.
Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Yale University; Ph.D., University of Chicago.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the
University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Haward University.
Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA.,
University of Minnesota.
Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
-
Augsburg College Faculty 27
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A.,
Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees,
Augsburg College; M.B.A., University of St. Thomas.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College;
M.A., University of Wisconsin.
Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State
University; M.M., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University; M.A., University of Illinois; D.A., Idaho State University.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
76 Augsburg College Faculty
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University
James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting /MIS. B.A., M.B.E., University of Minnesota.
Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud
State University; M.S., D.A., Illinois State University.
Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota;
M.A., Ph.D., University of Houston.
I
Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York
University; M.B.A., Harvard Business School.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
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Augsburg College Faculty 27:
K
Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Gerald T. Kaminski (1994). Instructor, part-time, Business
Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A.,
College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting
/MIS. B.A., University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D.,
Temple University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS.
A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS.
B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer
Polytechnic Institute.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
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!78 Augsburg College Faculty
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State
University; M.A., M.S., St. Mary's University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of
Minnesota; D.P.A., University of Southern California.
Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S.,
M.S., North Dakota State University; M.B.A., Moorhead State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University.
Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University
Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State
College; M.A., Mankato State University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS.,
University of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
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Augsburg College Faculty 275
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
M
Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College;
M.Div., Th.D., Luther Seminary.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting
/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul;
M.S., St. John's University.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S.,
M.S., Mankato State University.
Augsburg College Faculty
N
Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University
of Minnesota.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State
University; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study.
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
0
Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University.
Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University;
M.S.W., Augsburg College.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of
Minnesota.
Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business
Administration/Accounting/MIS.B.A., M.A., Central School for Planning and
Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
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Augsburg College Faculty 28
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College (of University of San Francisco).
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration
/Accounting/MIS. B.S., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota.
0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
82 Augsburg College Faculty
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley
Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College;
PsyD., Minnesota School of Professional Psychology.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of
Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University
John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University;
M.A., University of Wisconsin-Milwaukee.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting
/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon
State University; Ph.D., University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of
Minnesota.
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Augsburg College Faculty 28'
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W,
Ph.D., University of Nebraska.
David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W, University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota..
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W, Columbia University
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS.
B.S., M.S., Long Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., Th.D., Luther Seminaly.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees, Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
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:84 Augsburg College Faculty
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Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University
of California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
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Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina.
Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St.
Thomas; Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
-
Augsburg College Faculty 281
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., Calvin College; M.B.A., Western Michigan University.
X-Y-z
- kACULTY
z86
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre
Arts. B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University
Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota.
-
Faculty Emeriti 287
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Butler Place
-Interstate
94 West
Interstate 94 East
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance (November through March)
3. Anderson-Nelson Athletic Field and Seasonal Air
Structure
4. Christensen Center (Information Desk)
5. East Hall
6. Faculty Guest House
7. Foss, Lobeck, Miles Center for Worship, Drama
and Comunication (Tjornhom-Nelson Theatre,
Hoversten Chapel)
8. George Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. New Residence Hall
-3
k~isabilivX
=
\
=
19. Old Maln
20 Oscar Anderson Hall
21. Public
& Communications
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Si Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Parking Lots
A. Adm~ssionslFacultylStafiParking
B. FacultylStafflCommuteriResident Parking
C. FacultylStaff Parking
D. FacultylStafflCommuter Parking
E. Commuter Parklng
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking Ramp(pay parking available)'
- CAMPUS LOCATION
5
5
$
4 MINNEAPOLIS
9.
0
-
?-
ST. PAUL b
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at Zlst Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 2lst Avenue South.
92 INDEX
A
About Augsburg 10, 18
Academic Advising Center 54
Academic Calendar 4-7, 52
Academic Divisions 55
Academic Information 51
Academic lnternships 63
Academic Policies and Procedures 66
Academic Progress, Probation and
Dismissal 82
Academic and Learning Services 44
Academic Skills Center 44
Accessibility 18
Accounting 100, 106-108
Accreditation and Memberships 11, 17, 18
Activities 42
Admissions 14, 20-24
Administrative Officers of the College 268
Advanced Placement Program Test (AP) 80
Advanced Transfer Students 73
African American Student Services (see
Pan-Afrikan Student Services) 46
Air Structure 43
Alumni Center 14
American Indian Studies 157-158
American Indian Student Services 45
American Sign Language 181
AmeriCorp Scholarship 32
Anderson Hall 14, 49
Anderson-Nelson Athletic Field 14
Anishinabe Library Project 46
Application Procedures 20, 31
Art 89-93
Art History 89-90, 92
Asian American Student Services (see Pan
Asian Student Services) 46
Asian Studies (see East Asian Studies) 122-123
Assessment of Previous Learning (APL)
Program 79
Associated Colleges of the Twin Cities
(ACTC) 59
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 147
Athletics 43
Audit Fee 26
Auditing Courses 79
Augsburg Echo 43
Augsburg Seminar 54, 72, 94
Augsburgian, The 43
B
Biology 95-99
Board of Regents 266-267
Books and Supplies 27
Business Administration 100-105
Business Administration and
Economics Major 102, 125
C
Calendar 4-7, 52
Campus Location 13, 18, 289-290
Campus Map 289-290
Campus Ministry 42
Campus Tours 20
Canadian Program 66
Career Services 65
Carlson (Jeroy C. Carlson) Alumni Center 14
Center for Global Education 15, 61, 165-166
Center for Global Education Courses 61-62,
167-171
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 63
Chemistry 112-1 16
Chinese 181
Chapel 14,42
Choir 43, 194, 201
Christensen Center 14
Class Confirmation 70
Class Schedule 86
Classification (Class Year) 79
Coaching Endorsement 147
College Costs 2000-01 26
College Level Examination Program
(CLEP) 80
College of the Third Age 66
Commencement 83
Commons 49
Communication 252-256
Communication ArtsILiterature Teaching
Maior 139
comr;lunitY and Public Service
Scholarships 33
Community lnternships in Latin
America 62, 172
Community Service-Learning 64
Computational Economics 118
Computational Philosophy 118, 209
Computer Resources 53
Computer Science 11 7-121
Concert Band 43, 194, 201
Continuing Education Program 66
Cooperative Education 64
Costs 26
Counseling 47
Counseling and Health Promotion 47
Course Descriptions 85-264
Credits 86
Crime and Community Concentration
(Sociology) 248
Index 293
D
Dean's List 82
Degrees Offered 18, 52
Departmental Comprehensive Exams 80
Departments and Programs 85-264
Deposits 27, 46
Development 8
Directory 8
Disabled Student Program 44
Dismissal 82
Discrimination Complaints 50
Divisions and Departments 55
Dormitories 14, 27, 48
Dual Degree Programs 57, 136-137
E
Early Admission of Freshmen 21
East Asian Studies 122-123
East European Studies 240-241
East Hall 14
Echo 43
Economics 124-128
Economics/Business Admin. Major 125, 102
Economics/Political Science Teaching Major
224, 125
Education 129-135
Education for Service 11
Elementary Education 130-131, 133
Employment 35
Engineering 136-137
English 138-144
English as a Second Language (ESL)
Program 81
English Placement Test 140
Enrollment 18
Enrollment and Financial Services Center 67
Enrollment Deposit 27
Ensembles 194, 201
Entry-level Skills 72
Ethnic Studies 158
Evaluation and Grading 77
Evangelical Lutheran Church in America
(ELCA) 18, 267
Experiential Education Programs 63-64
Explanation of Grades 77
F
Facilities and Housing 14, 48
Facts and Figures 18
Faculty 18, 53, 269-285
Faculty Emeriti 286-287
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 50, 83-84
Federal Work Study Program 35
Fees 26-27
Film Minor 258
Finance Specialization (Business
Administration) 102
Financial Aid 18, 30-36
Financial Policies 28-30
Fine Arts 43
Fitness Center 47
Food Service 49
Foreign Languages 77, 180-187
Former Students 23, 70
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 14
Four-Year Assurance Program 83
French 180-183
Freshmen 20, 21
C
Gage Family Endowment 45
General Education Curriculum 71-77
General Education Requirements 68-69, 7177
General Studies 145
German 180, 183-184
Gift Assistance 33-34
Global Education Center 15, 61, 165-166
Global Education Program
Courses 61-62, 167-171
Grade Point Average 72, 79
Grading 77-79
Graduate Programs Office 67
Graduate Programs 65
Graduation Level Skills 73
Graduation Requirements 68-69, 71-77
Graduation With Distinction 83
Grants 34
Green (Richard R.) Institute for Teaching and
Learning 16
Gymnasium (Melby Hall) 15
H
Health and Physical Education 146-150
Health Education 146, 148
Health Promotion 47
Health Service 47
HECUA Courses 62-63, 171-1 73
Higher Education Consortium for Urban
Affairs (HECUA) 60, 62, 166
HispanicILatino Student Services Program
46
History 151-155
History of Augsburg College 10
Honor Scholarship 32
Honors Program 59, 156
Housing 14, 27, 48
Hoversten Peace Scholarships 33
294 Index
I
Ice Arena 15
Incomplete Grade 78
Independent Studies 87
lnformation Technology Resources 53
Inter-Institutional Programs 59-60
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 157-163
lnterim 52
lnterim Abroad 63
lnterim Office 67
lnternational Baccalaureate Program (IB) 79
lnternational Business Minor 103
lnternational Business Specialization
(Business Administration) 102
lnternational Partners 166
lnternational Relations 164-165
lnternational Student Advising 48
lnternational Student Services 24
lnternational Students 24, 48
lnternational Studies 165-173
Internships 63-64, 87
Intertribal Student Union 45
Intramural Athletics 43
J
Japanese 180, 185
K
Marketing Specialization (Business
Administration) 102
Master's Degrees 50, 65
Math Placement Group (MPG) 73, 175
Mathematics 174-179
Medical Refund 30
Melby Hall 15
Memberships 17, 18
Memorial Hall 15
Metro-Urban Studies 159-160
Middle East Studies Minor 161
Minnesota Indian Teacher Training
Partnership (MNITTP) 45
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-57, 85-264
MIS Courses 109-111
Mission Statement 10
Modern Languages 180-187
Mortensen Hall 15, 49
Murphy Place 15
Murphy's 49
Music 188-202
Music Education Major 191, 194
Music Ensembles 193, 201
Music Hall 15
Music Performance Major 189, 192
Music Repertoire Tests 195
Music Therapy Major 189, 192, 199-200
KCMR Radio 43
L
Language Courses 180-187
Leadership Scholarships 33
Learning Disabilities Program 44-45
Learning Laboratory 44
Leave of Absence 70
Legacy Scholarship 32
Liberal Arts Perspectives 68-69, 74-77
Library and lnformation Technology
Center 15, 18, 53, 59
Licensure (Teaching) 57
Lifetime Sports 74
Lindell Library 15, 18
Loan Assistance 34-35
Location 13, 18, 289-290
Lutheran Leader Scholarships 33
M
Majors and Minors 55-57, 85-264
Management lnformation Systems 109-111
Management Specialization (Business
Administration) 102
Maps 289,290
N
NASA Scholarship 33
Natural Science 203-204
New Hall 15, 49
No-Credit Grades 77
Nordic Area Studies 162-163
Norwegian 180, 185-186
Notification of Admissions Decision 21, 22
Number Grades 78
Numbering of Courses 86
Nursing 205-208
0
Off-Campus Programs 18
Officers of the College 268
Ojibwe 180, 186
Old Main 15
Orchestra 43, 194, 201
Orientation (AUG) 54, 72, 94
Index 29:
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 46
Pan Asian Student Services 46
Part-Time Students 26-27
Pass/No Credit 77-78
Pastor 42
Payments 28
Performance Studies 194, 202
Performing Arts Scholarships 33
Perspective Requirements 68, 74-77
Philosophy 209-212
Phi Theta Kappa Scholarships 32
Physical Disabilities Program 44
Physical Education 149-150
Physical Science Teaching Licensure 113
Physician Assistant Program 67, 21 3-21 7
Physics 218-222
Piano Proficiency Test 195
Policies 16, 18, 49, 82
Political Science 223-228
Political Science/Economics teaching major
224, 125
Portfolio Assessment Program 80-81
Pre-Professional Programs 58
Pre-Registration 67
Prerequisites 86
President's Greeting 2
President's Scholarships 32
PRIME Scholarship 32
Probation 82
Psychology 229-233
Public Relations and Communication 15
R
Refunds 28-30
Regents 266-267
Regents' Scholarships 32
Registration 66, 67
Religion 234-239
Religious Affiliation 18
Residence Life Program (see also
Housing) 48-49
Residence Requirements 72
Room and Board 26
Rochester Program 65
ROTC 60
Russian, Central, and East European Studies
240-241
5
Scandinavian Studies 162-163
Scandinavian Urban Studies 62, 171
Scholarships 32-33, 36-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 131-1 32, 134-135
Service-Learning 64
Sigma Pi Sigma 220
Skills Requirements 72-74
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 230, 249
Social Studies 242
Social Welfare Minor 244
Social Work 243-247
Society of Physics Students 220
Sociology 248-251
Space Physics 21 9
Spanish 186-187
Special Education 135
Special Interest Housing 49
Special Students (Non-Degree) 23
Speech/Communication and
Theatre Arts 252-261
Sponsored Scholarships 36-40
sports 43
StepUP Program 45
Student Activities 42
Student Affairs (see Academic
and Learning Services) 44
Student Educational Loan Fund (SELF) 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41-50
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 50
Student Standards of Behavior, Complaints,
Records 49
Student Teaching Abroad 63, 129
Studio Art 89-92
Study Abroad 60-63, 166-174
Summer School Office 67
Support Programs 44-45
Sverdrup Hall 15
Sverdrup-Oftedal Memorial Hall 15
-
!96 Index
T
Teaching Licensure (see also individual
majors) 57
Test Scores 20
Theatre Arts 257-261
Transcripts 20, 21
Transfer Scholarships 32
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 22, 26-27
Tutor Center 44
U
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 160-161
Urness Hall 15, 49
v
Veterans 83
W
Weekend College, history 12
Withdrawal From College 30, 70
Women's Studies 262-264
Work Study Program 35
x, y, z
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 235
Show less
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was c... Show more
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was current at
the time of publication, it i s
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
college, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2002
n ureeuriy
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clariifylng definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
If you're dipping into this volume to
find out about Augsburg College and the
education it offers, welcome to these pages! May
E
they convey the fundamental character of our
6
mission: to provide an education especially
serviceable in the contemporary world because it has been designed in the midst of and in full
contact with the critical social, economic, religious, and political phenomena of the modern city.
This education, however practical and professional, will be serviceable over the long haul only to
the degree that it respects and pursues certain of what Martin Luther called "the fine liberal
arts," and it will be exciting to the degree it is offered for the sake of improving both its
students and the world itself.
O
-?
-
Y
h
h
The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
,
William V. ~ r a h e
President
I1
"
I
.I
Academic Calendar - 4 7
]
Directory - 8
I.
'
Introducing Augsburg - 9
,L:
I'
I
1
I
I
/
.
.
-
Undergraduate Admissions 19
Day Program - 20
Weekend College - 21
Financing Your Education - 25
Student Life - 41
I
Academic Information - 53
lepartments and Programs - 89
Includes majors, minors,
and course descriptions
I
College Information - 279
Board of Regents - 280
ELCA, Education Division - 281
Faculty and Administration- 282
Faculty Emeriti - 298
Maps - 301, 302
I
Index - 304
For dates referring to academic registration deadlines, please reference the
ACTC newspaper.
Fall Term 2002
Summer....................................... F a n registration
Sept. 1-3ISun.-Tues. .................... New student orientation
Sept. 4lWed. ................................Upper-class validation
Sept. 4lWed. ................................ Classes begin
Oct. 25/Fri. ...............................
Mid-term break (one day only)
Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration
Nov. 28Rhurs. ............................Thanksgiving recess begins
Dec. 2Mon. ................................Classes resume
Dec. 13/Fri. ..................................Classes end
Dec. 16-19lMon.-Thurs. ..............Final exams
Spring Term 2003
Jan. 13lMon. ................................Classes begin
Jan. 2OlMon. ................................ Martin Luther King Day-no classes
Mar. 3/Mon. .............................. Mid-term break begins
Mar. 10lMon. ...............................Classes resume
Apr. 18/Fri. ..................................Easter break
Apr. 2 1lMon.................................Classes resume
Apr. 7-18lMon.-Fri. .....................Early registration for fall
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1lMon.-Thurs. .......Final exams
May 41Sun. ...................................BaccalaureatdCommencement
Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's
Office for changes and for academic registration deadlines
Fall Term 2003
Summer........................................F
a registration
Aug. 31-Sept. USun.-Tues. .........New student orientation
Sept. 31Wed. ................................. Upper-class validation
Sept. 3Mred. ................................. Classes begin
Oct. 24/Fri. .................................Mid-term break (one day only)
Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration
Nov. 271Thurs. .............................Thanksgiving recess begins
Dec. l/Mon. .................................Classes resume
Dec. 1UFri. .................................. Classes end
Dec. 15-18Mon.-Thurs. ..............Final exams
Spring Term 2004
Jan. 1UMon. ................................Classes begin
Jan. 19Mon. .............................. Martin Luther King Day-no classes
Mar. l/Mon. .................................M i d - t e a r break begins
Mar. 8/Mon. .................................Classes resume
Early registration for fall
Apr. 5-16/Mon.-Fri. .....................
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Mon.-Thurs. ............. Final exams
May 2/Sun. ................................... BaccalaureatdCommencement
Fall Term 2002
June 10 ........................................Registration begins*
Aug. 9 .......................................... Remote registration ends (must register in person after
this date)
...... Last day to add class, last day to drop a class without
Sept. 13 .............................
notation on record
Last day to change grade option or withdraw from class
Oct. 21 ........................................
Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17,
Nov. 22-24, Dec. 6-8
Winter Term 2003
Nov. 4 .......................................... Registration begins*
Nov. 29 ........................................Remote registration ends (must register in person after
this date)
Last day to add class, last day to drop a class without
Jan. 17 .......................................
notation on record
Last day to change grade option or withdraw from class
Feb. 17 ......................................
Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9,
Mar. 21-23, Apr. 4-6
Spring Term 2003
Feb. 17 ........................................ Registration begins*
Mar. 14 ..................................... .Jemote registration ends (must register in person after
this date)
Apr. 18 ........................................Last day to add class, last day to drop a class without
notation on record
May 18 ........................................Last day to change grade option or withdraw from class
Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1,
June 13-15,June 27-29
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser a week or two prior to registration.
Tentative--consult the 2003-2004 Weekend College class schedule or Weekend
College program office for changes
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Area Code
612
Access Center .............................................................................................................
.330-1749
Academic Advising..................................................................................................... .330- 1025
Academic Enrichment ...............................................................................................
..330.1165
Academic and Learning Services ................................................................................ 330-1024
Undergraduate Admissions ....................................................................................... ..330-1001
Toll-free number .......................................................................................
1-800-788-5678
AlumniParent Relations ...........................................................................................
3 3 0 1178
Toll-free number ......................................................................................
-1-800-260-6590
Athletics .....................................................................................................................
.330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning ....................................................................
330-1162
College PastorICampus Ministry ................................................................................ 330-1732
Public Relations & Communication .......................................................................... 330-1180
...............................
ConferenceEvents Coordinator ....................................... .
.
.
.330. 1107
Development (financial gifts to the College) ............................................................. 330-1613
Toll-free number ..............................................................................
1-800-273-0617
Enrollment Center .................................................................................................... .330-1046
Facilities Management ................................
.... ..........................................................
330-1104
Financial Aid (scholarships and other aid) ................................................................ 330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................................................................................................................. 330-1649
Fax
.............................................................. .330-1628
Graduate Programs ................................... ,
Human Resources ......................................................................................................
.330-1058
Lost and Found .......................................................................................................... .330-1000
President's Office ........................................................................................................
.330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing).......................................................................................
3 3 0 - 1 109
Rochester Program ...............................................................................................
507-289-6142
Student Activities ........................................................................................................
330-1111
..................................................................................................
Student Government
.330.11 10
Summer Session ........................................................................................................
.330- 1046
TRIOIStudent Support Services ................................................................................. .330-13 11
Weekend College ........................................................................................................
Mailing Address:
22 11 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1101
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About Augsburg - 10
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Policies - 17
Accreditation and
Memberships - 17
A
t Augsburg
- - College, we believe that
the college
experience
should be a time of
- exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Selection from over 50 majors
Augsburg offers more than 50 major*
or you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, College of St.
Catherine, Hamline University, Macalester
College, and the University of St. Thomas.
Through the Weekend College
Program, 17 majors are offered.
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community"
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college depaments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 130 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876- 1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity This change made
Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bemhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the serninary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
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.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. Under his leadership, the
college has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
In 1999, a new apament-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment Center, h e Women's Resource
Center, and the Honors Program Suite. A
skyway link connects Sverdrup Hall to
Lindell Library.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 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 social work, leadership,
nursing, physician assistant studies, and
education.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 17 majors,
Augsburg's Weekend College is the largest
program of this type among Minnesota private colleges. Faculty in Weekend College
are full-time Augsburg professors as well as
adjunct professionals. The Weekend
College student body is involved in student government, and students participate
in academic and extracurricular activities
such as the student newspaper, travel seminar, and student organizations.
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratoly sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
A Community of Learners
Essential to the goals of Augsburg's
Weekend College is participation in a community of adult learners. This community
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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College 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 to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support
and are secondary to their teaching. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening or weekend schedule, making them accessible to
working adults. There are three trimesters
in each academic year, following the same
schedule as the Weekend College program.
14 About Augsburg
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
have an individual e-mail address and have
access to the Intemet to facilitate the use
of technology in the learning and communication process. Further information may
be obtained from the Rochester program
website at <www.augsburg.edu/rochester>
or by calling the Weekend College
Admissions Office at 612-330-1101.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVrarnp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall,Murphy Place, Lindell Libra~yand the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 2lst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents. Weekend College admissions
counselors are located at 624 2lst Avenue
South.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies, the Master of Arts in
Leadership program, and the Youth and
Family Institute.
Edor Nelson Field-The athletic field,
located at 725 23rd Avenue South, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP),
the Fond du Lac Tribal College Center, and
the Education and Housing Equity Project
at 2429 S. Eighth Street.
--
About Augsburg 1s
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
StepUP program. The Foss Center's lower
level is home to the Academic Enrichment
Office, which includes the Groves
Computer Lab, the Karen Housh Tutor
Center, and the John Evans Learning
Laboratory; and the Center for Learning
and Adaptive Student Services (CLASS)
program.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with its Office of Alumni and
Parent Relations, is located in Smilqs Point,
2200 Riverside Ave.
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community
The JamesC. Lindell Family Library
(1 997)-This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes. The Ernie Anderson
Center Court was dedicated in 2001.
Mortensen Hall (1 973)-Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)Murphy Place is home to the three of the
four components of the Office of
International Programs- Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color -American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
HispanicLatino Student Services.
Music Hall (1 978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1 999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1 900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, and various other program offices. In 1960 the
-
16 About Augsburg
Lisa Odland Observatory on the roof
was completed.
Srniley's Point (2000)-The Smiley's
Point building on Riverside Avenue, once a
favorite ice-cream parlor for Augsburg students, now houses the Institutional
Advancement and Community Relations
division, including the Development,
Alumni and Parent Relations, and Public
Relations and Communication offices.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Enrollment Center and the
Academic Advising Center, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1 967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
YOUTH & FAMILY INSTITUTE OF
AUGSBURG COLLEGE
Acknowledging that faith is formed
through personal, trusted relationships,
often in the home, the Institute provides
consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and
clergy for nurturing faith. The Youth and
Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing
coursework and teaching courses when
requested.
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of the Third Age-In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (MMEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
-
About Augsburg 17
POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
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.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Master of Science
Physican Assistant Studies)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.org>
Location-Augsburg College was
founded in 1869 in Marshall, WE. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 8 percent represent other
Protestant denominations, and 17 percent represent the Roman Catholic
Church.
Accreditation-The Higher Learning
Commission of the North Central
Association of Colleges and Schools.
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
Enrollment (Fall 2001-2002)-2,964
students from 39 countries.
Graduates-18,000 undergraduates
from 1870 through August 2001.
Student/Faculty Ratio-15 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevatorsystem
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S., B.M.,
Financial Aid-Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
L i b r a r y a v e r 175,000 items, direct
access to over 1,300,000 though CLlC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
School Year-Two semesters from
September to May, and two summer
school sessions. Augsburg Weekend
College-trimesters, September to June.
Augsburg Graduate Programtrimesters, September to June.
Major+More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consomum for Urban Affairs
(HECUA), International Partners, Upper
Midwest Association of Intercultural
Education (UMAIE) , and extensive
cooperative education and internship
programs.
Athletic AffiliatiowMinnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
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 andlor school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
For Day Program FIreshmen
Karl,, -dmission
A,
of Freshmen - 21
For Weekend College - 21
For Transfer Students - 22
For Former Students - 23
For Special Students - 23
(Non-Degree)
.
For International Students - 24
A
ugsburg College is looking for students with intelligence and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
.
2
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-612-330-1001
or toll-free 1-800-788-5678. We'll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the comer of Seventh Street and 21st
Avenue South in Minneapolis. (Please call
ahead.)
For Weekend College Admission information. call 612-330-1 101.
DAY PROGRAM FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. You may apply
online at <www.augsburg.edu/dayad/>.
T r a n s c r i p t s A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institution should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations-Two letters of
academic recommendation are required.
References may use the Augsburg recommendation form in lieu of writing a letter.
If the applicant has been out of school for
some time, the form or letter may be completed by a supervisor, employer, or other
person for whom the applicant works.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
I
-
Undergraduate Admissions 21
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit to the Office of Undergraduate Admissions within 30 days of
their financial aid notification. Extensions
may be requested in writing to the director
of financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit to the
Residence Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. You may apply online at
<www.augsburg.edu/wecad/>.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
-
22 Undergraduate Admissions
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.5 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or
96 quarter credits from a community college) will be accepted once junior status is
reached. No additional courses may be
transferred from a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or December
15 for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-
24 Undergraduate Admissions
7
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
Day Program costs
Tuition and Fees - 26
Room and Board - 26
Other Special Fees - 26
Deposits - 27
weekend College Costs - 27
Payments - 28
Financial Policies
Refunds - 28
Financial Aid
How and When to Apply - 30
Kinds of Aid
Academic and Achievement
Scholarships - 31
Leadership, Service,
and Performance
Scholarships - 32
Gift Assistance - 33
Loan Assistance - 34
Student Employment - 35
Sponsored Scholarships - 35
that course.
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
Audit Fee
(for part-time students)
per course................................4
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
....................4
Full-time students may audit a course
without charge.
Room Rent
(includes telephone
and basic service)
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$17,825
This rate applies to all full-time students
attending in September 2002. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,100
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
2,900
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2002-03 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
680
..................$
2,790
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,710
....................$
Student Activity Fee ................$
2,470
Flex 5 point plan
150
ACTC Bus (full-time
students only) ..................$
18
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 75
Late Registration ..............................$ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Music Therapy Internship
(one-half course credit) ............. $ 650
-
-
Financial Information 27
Overload Fee
(per course credit over 4.5,
Day and WECRochesterNnited
combined) ..................................$2,100
Private Music Lessons, per
semester (14 lessons) ...................$350
Student Teaching (per course
for full-time students) ................ ..$ 75
Student Teaching (per course
for part-time students) .................$I50
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 50
Student Parking Lot Permit
- c a r ........................................$ 108
-motorcycle ..............................$ 60
Transcript Fee
Regular service ............................$
5
7
Next day ......................................$
On demand .................................$ 10
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's ofice)
BOOKS AND SUPPLIES
These costs are estimated to average
$100 per course.
DEPOSITS
Enrollment Deposit
(non-refundable)
....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only upon
graduation or withdrawal. Any net credit
balance (after all charges and/or fines) will
be refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a conmact to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
Application Fee (payable once,
non-refundable) ........................ $ 25
Tuition (per course) .........................$1,360
Tuition (per summer course 2002) ..$1,250
Activity Fee (per trimester) .............$ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 680
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 130
Nursing Clinical Fee ....................... .$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service ............................$
5
Next day .....................................$
7
On demand .................................$ 10
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
-
7
28 Financial Information
PAYMENTS-DAY
PROGRAM
.
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Payment
Plan-Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason. If the employer offers partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
potion of their charges based on the appropriate refund schedule. Financial aid may be
adjusted for those students who withdraw
from the College or drop course(s) and
receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absence/Withdrawal from College form
available in the Enrollment Center. It must
be filled out completely, signed and turned
in to the Enrollment Center. Students who
properly withdraw or change to part-time,
who are dismissed, or who are released from
a housing contract will have their accounts
adjusted for tuition andlor room (except for
the minimum deduction of $100 to cover
administrative costs) in accordance with the
terms of their housing conmact and/or the
appropriate tuition refund schedule.
-
Financial Information 29
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.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Wnd
Period
100%
Through the first 10 days of
classes (less $100 administrative
fee)
90%
From the 1l t h day through the
15th day of classes
80%
From the 16th day through the
20th day of classes
70%
From the 21st day through the
25th day of classes
60%
From the 26th day through the
30th day of classes
50%
From the 31st day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the Friday following
the first class weekend (less a
$100 administrative fee if withdrawing from the current term
entirely)
80% Through the Friday following the
second scheduled class meeting
60% Through the Friday following the
third scheduled class meeting
40% Through the Friday following the
fourth scheduled class meeting.
No refund after the fourth scheduled
class meeting.
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. Please 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.
Rochester Program and United Hospital
Program Refund Policy: See the published
refund schedule for your program.
Federal Return of Funds Policy: This
policy applies to students who have completed at least one full term, withdraw
from all courses for the current term, and
receive federal Title IV financial assistance
(including Pell Grant, SEO Grant, Perkins
Loan, Stafford Loan, Parent PLUS Loan).
The Return of Funds Policy is based on a
percentage derived from the number of
days attended divided by the number of
days in the term.
30 Financial Information
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal percentage plus one-half of the
percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment. Requests for medical refunds should be made through the
Financial Petition Committee.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Dean's Office in
Chnstensen Center.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2001-2002 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
-
Financial laormation 31
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at www.fafsa.ed.gov. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at www.fafsa.ed.gov. Be
sure to include the Augsburg College code,
002334, on your application. Submit your
application to the processing agency after
Jan. 1. Applications must be filed by April
15 for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to the
Enrollment Center.
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2001
to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
SubsiclizedAJnsubsidized Federal
Stafford loan application
Students complete and return one copy
of their award letter to the Enrollment
Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Academic and Achievement
Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
32 Financial Information
Regents' Scholarship-The Regents'
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1. Selection is based on high school
GPA and national test scores.
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees. Deadline:
May 1.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by April 1.
Science ScholarshipThese scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Deadline: May 1.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in youth and family ministry. Deadline:
May 1.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Leadership, Service, and
Performance Scholarships
M. Anita Hawthorne Leadership
ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
Bonnie Wallace Leadership
ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students. Deadline: June 1.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students
with a demonstrated record of andlor
potential for leadership. Limited to fulltime day students. Deadline: June 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required by August
1. Church funds must amve at Augsburg by
October 1.
Performing Arts ScholarshipAwarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
--
Financial Information 33
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community a n d Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA ScholarshipAwarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Aid Association f o r Lutherans1
Lutheran Brotherhood-Awarded on
financial need, participation in the
Lutheran church and available funds.
Gift Assistance (Need-Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2002-03 is $4,000.
Bureau of Indian Affairsnribal a n d
State Indian Scholarship-Bureau of
Indian Affairaribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairslTribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program o r t o your local BIA, Tribal, or
State Indian Education Office.
34 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1. Interest is capped at
8.25%.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of check disbursement at a
variable interest rate not to exceed 9 percent and a minimum payment of $50 per
month. Application forms are available at
Augsburg College Enrollment Center or
the lending institution.
--
Financial Information 35
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment Center at Augsburg.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
*Indicates endowed scholarships
1 GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Kopp Investment Advisors Presidential
Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships*
36 Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
David J. Formo Memorial Scholarship*
The Grace Scholarship*
David Gronner Memorial Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hoversten Peace Scholarship*
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Wells Fargo Scholarship
CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial
Scholarship*
C. A. L. and Esther J. E. Anderson
Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship*
Corinne and Herbert Chilstrom
Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
Dave Hagert Memorial Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Lee Family Scholarship*
-
-
Financial Information 37
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Pastor Carl 0. and Edith W. Nelson
Memorial Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Russel and Virginia Smith Scholarship*
Roy C. and Jeanette Tollefson Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship*
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehiueller American Indian
Scholarship
James M. Kingsley American Indian
scholarshipL
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Harold B. and Laura M. Lanes
Scholarship*
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
38 Financial Information
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Malcom and Maybelle Estrem
Scholarship*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjornhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Pederson Samuelson Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship*
Paul Dahlen Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
James P Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bernhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics
Floyd V. and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs*
-
Financial Information 33
Modern Languages
Emil M. Fossan Modem Language
Scholarship*
Mary E. (Mimi) Johnson Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Beth Halverson Violin Scholarship*
Kay Halverson Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Heam Violin Scholarship*
Hanwick Thanksgiving Scholarship*
0. I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Robert Karlen Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Catha Jones Memorial Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
St. John's Lutheran Church-John Nonis
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship"
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarslup*
Nursing
Augsburg Nurses Alumni Association
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physician Assistant
Alne Swensen Scholarship*
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship*
W Financial Information
Physics
Floyd \! and Ruth M. Case Scholarship*
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Martin and Sylvia Sabo Scholarship*
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Johan H. 0. Rodvik Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Phyllis M. Baker Memorial Scholarship*
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Arts/Religion Scholarship*
E
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program will assist students in
this journey by intentionally introducing
vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the
college. Exploring Our Gifts also provides
resources to encourage students to explore
Christian ministry. Contact the director of
Exploring Our Gifts for further information about the program.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
for the kind and quality of life that reaches
beyond their years at Augsburg.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (student lounge) is a popular hangout located in the lower level. Many of the
clubs that unite classroom and non-classroom related interests meet here. Student
offices in this area include the College
newspaper, the Echo; the yearbook, The
Augsburgian; Student Government; and the
Augsburg Student Activities Council.
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
INTERCOLLEGIATE ATHLETICS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
FINE ARTS
Student Life 43
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
The Academic Skills Center, located in
Room 18 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
1 ACADEMIC SKILLS CENTER
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 56.
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
SPORTS AND RECREATION
4 4 Student Life
-
The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping
students to develop the learning strategies
and organizationltime management skills
needed to be successful at the college level
Center for Learning and Adaptive
Student Services (CLASS)-The Center
for Learning and Adaptive Student Services
(CLASS) Program serves approximately
200 students and is recognized as a leader
in supporting college students with hidden
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
attentional, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
SERVICES FOR STUDENTS WITH
DISABILITIES
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
*Individual meetings with the physical
disabilities specialist on a regularly scheduled basis
*Assistancewith organization and time
management issues
Access Center-The Access Center
provides support and specialized services
to students with documented physical disabilities. The goal of the Access Center is
to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the
educational experience at Augsburg
College. Areas of assistance include but are
not limited to:
For more information, please contact
the CLASS Program at 612-330-1053 to
request a copy of the CLASS brochure
andfor to schedule an appointment with a
specialist.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
This level of individualized, academic
support is possible through an endowment
from the Gage family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
and to acquire and refine self-advocacy
skills. During the semester, specialists meet
with students and take an active role to
assist them with advising and registration
for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped
textbooks, adaptive technology (such as
dictation and voice recognition software,
book scanning software) and provides general computer assistance.
For more information, please contact
the Access Center at 612-330-1749.
Through a system of skyways and tunnels, the majority of the Augsburg campus
is accessible to those with mobility impairments ensuring access regardless of the
weather. There are a variety of modified
and fully accessible rooms available in the
residence halls.
The Access Center also provides academic accommodations for students. These
include providing note takers, taped texts,
typing of papers, sign language interpreters, and adaptive physical education
courses. Adaptive technologies available
through the center include Braille translating software, a Braille printer, CCTY TTY,
Jaws, and speech recognition software.
*Academic advising and registration
-Housing assistance
*Advocacywith faculty and staff
*Assistancewith community support
services and other non-academic issues
McNair Scholars Program-The
McNair Scholars Program is designed to
prepare participants for doctoral studies
through involvement in research and other
scholarly activities. The goal of McNair is
to increase graduate degree attainment of
students from underrepresented segments
TRIO programs are federal grant programs, funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic, and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO PROGRAMS
-
Student Life 45
*An intensive summer student-faculty
research collaboration
-An academic-year student-faculty
teaching collaboration
.Individual and group programs to
assure student academic success, including
preparation for the GRE
*Social and cultural activities to enrich
participants' academic perspectives
*Opportunities for conference travel
and professional presentation of students'
original research
*Assistancein identifying and applying
to Ph.D. programs and seelung scholarships
*Graduate school fairs, and aid to visit
the schools you apply to
*Financial aid exploration and fee
waivers for grad school application, as well
as McNair designated fellowships
*Activities to improve study and testtaking skills, as well as research and library
skills
The major components of the Augsburg
College McNair Scholars Program are:
Students eligible to become McNair
Scholars are sophomore, junior, and senior
undergraduates currently enrolled at
Augsburg, who exhibit strong academic
potential, and who are 1) low income and
first-generation college students, or 2)
members of groups underrepresented in
graduate education (i.e., BlacWAfrican
American, Hispanic, or American
IndianIAlaskan Native), or 3) individuals
from other groups underrepresented in
doctoral study (e.g., women in some areas
of science, persons underrepresented in
other disciplines). The Augsburg McNair
program serves 18 students per year.
of society and to encourage these students
to consider becoming college professors.
46 Student Life
-
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
STEPUP PROGRAM
Students may apply for SSS anytime
after admission to Augsburg College. For
more information, an application, or to
make an appointment with an SSS adviser,
please contact SSS program staff at
612-330-1311.
*Individual academic advising and support
*Financial aid counseling
*Academic progress monitoring
*Academic success workshops
*Student leadership development
*SociaVculturalstudent events
*Summer Bridge program including
summer term college coursework, seminars, and advising for a small group of
incoming first-year students
*Need-based scholarships for first and
second year students participating in SSS
Augsburg Student Support S e ~ c e s
serves 160 students, including day and
Weekend College Students. Components of
the SSS program include:
Student Support Services-Student
Support Services (SSS) is a TRIO program
designed to support students toward college retention and graduation. The program serves students who are low income,
first generation college students (neither
parent has a four-year degree), and students with disabilities to develop the skills
and motivation necessary to successfully
pursue and earn a baccalaureate degree.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul Public School
D i s ~ c t sintended
,
to increase the number
of American Indian teachers in these districts. Funded by the Minnesota State
Legislature in 1990, this project is designed
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Other components of the program are:
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
The American Indian Student Services
Program was established in 1978 to recruit
and retain Inman students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg's policies, procedures and expectations. The program
AMERICAN INDIAN STUDENT
SERVICES
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
-
The PAC serves the Augsburg College
community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for
students of Afrikan descent. This service
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
"One Day in May" when Augsburg hosted
a series of interactive programs with the
community As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAN-AFRIKAN STUDENT SERVICES
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute t b all aspects of academic and student life.
PAN-ASIAN STUDENT SERVICES
as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one fifth of the loan will be
forgiven.
student Life 47
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The HispanidLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
HISPANICILATINO STUDENT
SERVICES
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors
social and cultural activities that are open
to all students. The PACPASU is located in
208- 209 Murphy Place.
enhances the recruitment, retention, and
graduation of Pan-Afrikan students and
enables their learning experience to be
interactive. The PAC brings the knowledge
and experience of Afrikan people in the
Diaspora to the community through a variety of programming and is a clearinghouse
for information regarding the Afnkan
Diaspora and networks with the PanAfrikan community. Its motto is "Learning
for all Afikan people, learning about all
Afrikan people."
4 8 Student Life
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Health Promotion
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Counseling
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center.
FITNESS CENTER
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
The College offers basic health care services to students through a contract with
UFP -Smiley's Clinic. These services are
limited. For students without health insurance, Smiley's Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley's
Clinic. Students with health insurance can
also access Smiley's Clinic for a variety of
clinic or other health services. A student's
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
H HEALTH CLINIC SERVICES
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may purchase a
student policy by contacting the Center for
Counseling and Health Promotion for
more information.
HEALTH INSURANCE
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 65.)
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment
to a new culture and education system.
-Fulfilling duties of Designated School
Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1
studentlscholar exchange program
-General advocacy for international
students
-Advising the International Student
Organization
*Facilitating intercultural skill building
sessions for students, faculty, and staff
-Celebrating diversity of cultures by
increasing awareness of internationallintercultural issues
Responsibilities of ISA include:
The Director of International Student
Advising advises international students on
educational, personal, and immigration
issues.
Student Life 4
-
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
;o Student Life
New Hall-Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
In order to secure housing, students are
urged to make their enrollment deposit by
June 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
MurphylsLocated on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plan who live in residence halls eat their
meals in the Commons.
FOOD SERVICE
Special Interest Housing-Special
Interest Housing is available to students
who are interested in creating a
livingllearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP
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. This means
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student's Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review
the A-Mail, published bi-weekly on-line,
and available in hard copy at locations
throughout campus.
OFFICIAL NOTICES
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, 612-330-1023.
DISCRIMINATION COMPLAINTS
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
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.
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
Employment
Title IX (for matters based on gender
or marital status)
Section 504 (for matters based on
physical or mental handicap)
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
-
FERPA - 87
Four-Year Assurance Program -
Evaluation and Grading - 79
Assessment of Previous Learn
Program - 83
Academic Progress, Probatio
and Dismissal - 85
Dean's List - 85
Graduation with Distinction Commencement - 86
General Education
Curriculum - 72
Graduation Requirements - 72
Skills Components - 74
Liberal Arts Perspectives - 76
Quick Check Summary of
Graduation Requirements -
Academic Policies and
Procedures - 69
Registration - 69
Crossover Registration - 71
Withdrawal from College - 72
8
Acadeniic Organil
and lPrograms Divisions ana uepartments - 5
Majors and Minors - 56
Teaching Licensure - 60
Pre-ProfessionalPrograms - 60
Honors Program - 61
Inter-InstitutionalPrograms - 6;
Study Abroad - 63
Center for Service, Work, and
Learning - 66
Graduate Programs - 67
Other Programs - 69
General Information - 54
Degrees Offered - 54
Academic Calendar - 54
Faculty - 55
Library and Information
Technology Services - 55
Academic Advising - 56
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of science (in physician assistant studies), and the master of
social work degrees.
DECREES OFFERED
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
A
Augsburg graduate programs follow a
trimester calendar. (See Graduate Programs
on page 67.)
Augsburg offers two summer school sessions. A maximum of four course credits
(two per term) can be earned in the two
five-week-long summer sessions. The
Summer Session Catalog, published in the
winter of each year, is dstributed to all students.
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours. (Refer
to the program schedule for weekday
evening meeting times.) Students may take
from one to four classes each term.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 69 and Calendars on
pages 4-7.)
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
ACADEMIC CALENDAR
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, cuniculum library, a computer lab and student computing Help Desk,
library instruction classroom, and facilities
for media viewing and listening. A skyway
links the new building to Sverdrup Hall
(the former library), which has undergone
renovation to house the Enrollment
Center, as well as additional computer labs
and multimedia classrooms, a lounge, and
vending area.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
The heart of any educational institution
is its faculty Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
FACULTY
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
labs and five computer classrooms, as well
as 80 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network provides access to
AugNet online services as well as support
for printing and internet access.
Appropriately equipped student-owned
machines can also be connected to the network to provide access from dormitory
room.
Computing
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
lnformation Technology Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
Library Resources
Academic lnformation 5
-
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, students are encouraged
Academic Advising orients new day and
Weekend College students to the academic
policies and procedures of the college and
assists students on initial course selection.
This office also provides interpretation of
general education requirements, administers entry-level skill assessments, interprets
graduation requirements, provides degreeplanning materials, and answers questions
on student academic progress. Academic
Advising functions as a supplement to the
faculty advising system at Augsburg
College.
ACADEMIC ADVISING
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
Telecommunications
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Media Resources
56 Academic Information
The college encourages students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
MAJORS AND MINORS
Professional Studies-Anne Kaufman
(Chair). Education, health and physical
education, music, nursing, social work.
Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science,
psychology, sociology.
Natural Sciences and
Mathematics-Joan Kunz (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Humanities-Martha Johnson (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
DIVISIONS AND DEPARTMENTS
to declare their major and select a faculty
adviser by filling out a Major Declaration
Form. All day students are required to
meet with their academic adviser prior to
registration. All students are encouraged to
meet with their faculty adviser as often as
is necessary.
B. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be
strengthened if an example of a similar
major from another institution can be
identified and compared with the student's
proposal. In addition, students should consult with the Center for Senrice, Work, and
Learning for additional information regarding career objectives. The proposal should
A. A statement of learning goals and
objectives.
A student-designed major program proposal must include:
Students may design their own major
with the assistance and approval of three
advisers and subsequent final approval by
the Academic Affairs Committee (AAC). A
student-designed major allows flexibility in
selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and
obtain AAC approval of the program.
Students should seek AAC approval as
early as possible so that any changes suggested by AAC may be incorporated into
the design without affecting the student's
proposed completion date. The deadline
for initial submission of the program
design to AAC is the first term in which
the student has achieved junior status; the
final version must be approved the term
before the student achieves senior status.
Student-Designed Major
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
Students wishing to develop a transdisciplinary major are to observe the
following:
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Transdisciplinary Majors
Contract forms with additional information about the student-designed major
approval process are available from the
Enrollment Center.
C. A description of the studentdesigned major capstone course (INS 488:
at least .5 credit, P/N option), to be taken
sometime during the senior year. The student should devise the capstone course in
consultation with advisers. It should
require an integrative project/paper that
draws together the course work up to that
point and/or prepares one for further study
OR an honors project (to be approved by
AAC). In addition, at least one of the
advisers must specifically address the rationale for the proposed capstone course in
his or her supporting letter, though
approval of the self-designed major program by all advisers presumes their
approval of the capstone course.
provide information showing how the general education perspective and skill
requirements are to be fulfilled.
Academic Information 57
-
-
p v d by
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Economics/Business Administration
Finance
International Business
Management
Chemistry (B.A. or B.S.)
Communication
Communication Artskiterature
(Teacher Licensure Major)
General Communication Studies
Mass Communication
Rhetoric
Organizational Communication
public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
Listings that are shaded are offered
ough both the day program and
ekend College. Weekend College
choose a major offered in
am if they wish. They may
e as many courses as possible throug
end College, then finish the major
program student. A change of proram is allowed once each academic year.
Philosophy
Computational Philosophy
Physical Education
Physics (B.A. or B.S.)
Solid State Physics (B.S.)
Space Physics (B.S.)
Mathematics
Metro-Urban Studies
Modern Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
International Relations
In trrnational Business
Health Education
-
(licensure, WEC only)
Elementary Education ~ t u d i B
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
A ~ ~ l i Economics
ed
East Asian Studies
I
rkt stnden* a d v i s a the departmnt &dfi
of the two majors to be mm-,
a d tk
h m i r t t e on Student Smdfng.
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muacr for mcb a mjm prtx to t k end
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58 Academic Information
International Business
International Relations
~eadershipStudies
Linguistics
Management Information Systems
ist tory
American Indian-S'idl'e's
Art
Architecture
Art History
Studio Art
Biology
Business ~dministration
Chemistry
~ommunication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
mm
Accounting
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Student-Designed
Theatre Arts
Dance and Theatre (Teacher Licensure
Major)
Transdisciplinary
Women's Studies1
Soci~?ag
SiFm w o r m
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
--
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Tivin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
1 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
Mathematics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and fimily Ministry
Sociology
Social Ministries
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's S t u d i i
Academic Information 59
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementarylmiddle school
education with subject area specialties in
one of the following: mathematics, science,
communication artslliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this licensure obtain an elementary education major with a subject area specialty.
Licensure is also available in the following
middle schooVhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music (K-12), instrumental music (K-12), physical education
(K- 12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
Teaching Licensure
OTHER STUDY PROGRAMS
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
60 Academic Information
-
-
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115,116 (or 105, 106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
Pre-Professional Programs
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
coursework. (See Department of Education
and subject area departments for more
information.)
Pre-Seminary-A student may enter a
theological seminary with any of several
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
-
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant to establish an Honors Computing
and Communications Lab, and to put the
program on a computational footing.
Students entering the program as freshmen
are required to take an honors version of
CSC 160 Introduction to Computer Science
and Communications, which establishes
crisp computing and communications
skills at the outset of their collegiate
careers. Other courses in the program
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
HONORS PROGRAM
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
1051106 or 115/116, CHM 3511352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Academic Information 61
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-
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take a course each semester at one of the
other campuses. This program is open to
sophomores through seniors. Please reference the ACTC newspaper for more
details. No additional fee is required for
Library a n d Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
INTER-INSTITUTIONAL PROGRAMS
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Larry Crockett, director of the Honors
Program, 612-330-1060.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar which satisfies a perspective requirement, and are
required to complete an approved honors
project. Some seniors satisfy this requirement by serving on the Augsburg Honors
Review, a yearly journal that publishes outstanding student papers.
make use of these computing skills in laboriented sequences exploring literature,
writing, history, religion, philosophy, and
social and natural science.
62 Academic Information
Note: A maximum of one full Augsburg
course credit of military science studies
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Higher Education Consortium for
Urban Affairs ( H E C U A ~ - A U ~ Sin
~U~
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Weekend College students may not participate in the ACTC consortium program.
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. A regularly scheduled bus
shuttles students between the campuses.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
general education, and graduation requirements when approved by academic advisers and department chairs before departure.
Academic Requirements and Credit
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world
peace in Norway or thrill to the sounds of
The Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
OPPORTUNITIES FOR
STUDY ABROAD
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equiv-
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The Center for Global Education
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
Costs and Financial Aid
The deadline for application is Oct. 15
for off-campus study during spring term
and April 1 for off-campus study during
fall and summer terms.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
Eligibility and Application
Academic Information 63
--
-
-
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, history, and economics. Augsburg
application deadline: April 1for fall, Oct.
15 for spring.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: April 1.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
alent to full tuition, room, and board for
one semester on campus, plus airfare.
(Some travel scholarships are available for
Augsburg students.)
64 Academic Information
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after decades
of apartheid South African colonialization.
South Afnca had its first democratic election in 1994. As these nations struggle to
build nationhood and deal with the legacies
of apartheid and colonialism, they are faced
with the challenges posed by the rapid
process of globalization in today's world,
the challenges posed by under and unequal
development, and the long-term project of
decolonizing the mind. Credit is available
in history, religion, political science, and
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) Spring
This program introduces students to the
socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women
and men from varying economic classes
and ethnic groups in Mexico and Central
America. Credit is available in Spanish, history, political science, and religion.
Augsburg application deadline: Oct. 15.
Social and Environmental Justice: Latin
American Perspectives (Mexico)Spring
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently gained
independence and is making a transition
from colonialism to independence. Credit is
available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: April 1.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador- Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Scandinavian Urban Studies Term:
Norway-Fall
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador,
Ireland, or Guatemala. All programs
emphasize the impact of the social change
and cross-cultural factors on the human
community. HECUA programs emphasize
intense language experience, internships,
and field trips.
Higher Education Consortium for
Urban Affairs (HECUA)
interdisciplinary studies. Augsburg application deadline: Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Northern Ireland: Democracy and
Social Change-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
Augsburg application deadline: Oct. 15.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Community Internships in Latin
America: Ecuador-Fall
Academic Information 6
-
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
schools, government agencies, community-
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value
for all students to engage in serviceand work-based learning experiences
throughout their college years. The
center encourages students to take advantage of Augsburg's metropolitan location
through the highly successful servicelearning, internship, and career planning
programs that link the College's academic
programs to community organizations and
businesses.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact the
Global Studies office for the most current
list of programs.
May/Summer Abroad
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students have options for student
teaching in dozens of countries through
the International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
coordinator.
56 Academic Information
An academic internship is a carefully
planned, service- or work-based learning
Academic Internships
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Through connecting classroom content
with service, Augsburg students learn from
and about the organizations where they
serve and deepen their understanding of
course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and
the community. Community service-learning examples include tutoring at schools
and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and
community centers, or working with cultural and environmental groups.
Community Service-Learning
The Center for Service, Work, and
Learning includes the following programs:
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
based organizations, small and mid-size
companies, and large corporations.
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation (GST 009), set learning
goals and evaluate their experience. The
director of the Center for Service, Work,
and Learning supervises co-op transcript
notation work experiences.
Cooperative Education
A maximum of four courses of internship may count toward the total courses
required for the degree.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 79.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 91).
experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
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 at 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 operates on alternate Saturdays.
Augsburg College offers five graduate
degree programs: the Master of Arts in
Leadership, the Master of Social Work,
Master of Arts in Nursing, Master of Arts
in Education, and the Master of Science in
Physician Assistant Studies. Catalogs for
each degree program should be consulted
for complete information.
GRADUATE PROGRAMS
Career services are available to all students. Seniors are especially encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors or
the education job fair.
Career Services is committed to assisting all students with choosing majors and
making career and vocational decisions.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services provides students the opportunity
to actively participate in personal and
career assessments and one-on-one career
counseling/plaming, assists students with
internship and job search strategies, and
connects students to campus, community
and alumni resources.
Career Services
Academic Information 67
-
Within the framework of a Christian
liberal arts education, the Master of Arts
in Nursing Program is designed to prepare
nurses for advanced transcultural and community health nursing practice in a global
community and across care settings, with
particular emphasis on addressing health
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The Master of Social Work (MSW)
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College's mission to nurture
future leaders in service to the world.
I
58 Academic Information
The Master of Science in Physician
Assistant Studies (MSPAS) is designed for
students interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Arts in Education
(MAE) is a new program (starting Fall
2002) that offers initial licensure coursework at the graduate level in elementary
education, secondary education, and special education: EBD. Students are able to
take up to six licensure courses at the
graduate level and complete their licensure
programs with a combination of graduate
and undergraduate coursework. Students
can then apply their graduate level licensure courses to complete a master's degree
program. Students will complete their master's degrees through a combination of
MAL coursework and graduate level education coursework (total of nine courses).
Licensed teachers also can pursue special
education: EBD licensure at the graduate
level. The program is available through the
Weekend College schedule, and the admissions process begins with the Weekend
College Admissions office. For further
information, contact the Education
Department or the Weekend College
Admissions office.
disparities. The curriculum is grounded in
nursing science, public health principles,
theory-guided practice, and transcultural
care. Classes meet on an every other week
or one weekend a month basis in
Rochester andlor Minneapolis, Minn.
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Cana&an/U.S.relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
Canadian Program
Contact the Office of Continuing
Studies at 612-330-1628 for information
about current and upcoming programs.
New programs are developed through
collaborations between academic and college departments that include Youth and
Family Institute, Social Work, Education,
and the Office of Continuing Studes.
Other organizations including the
Minneapolis and Saint Paul Public School
Districts, the Department of Children,
Families, and Learning, and the College
Board have developed programs through
the Office of Continuing Studies.
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Continuing Education Program
OTHER PROGRAMS
information 69
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
A student must be registered for a
course to receive credit for it.
LI REGISTRATION
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 2:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note:
For individual study, call the Admissions
Office at Augsburg College at 612-3301001.)
College of the Third Age
Academic
-
Weekend College students may add
individual classes to their current schedule
and/or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10
of the term. The signature of the instructor
is required to add a class after the class
meets. From day 11 through day 20, students may still petition the Committee on
Student Standing for permission to add a
class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Reference the
ACTC Joint Class Schedule for the Day
school calendar and the WEC Class
Schedule for the WEC school calendar.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
a total of 5.5 course credits without petitioning. All overload registrations must be
done at the Enrollment Center in person.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs).
70 Academic Information
Office of Weekend College-412330-1782
Academic Advising-612-330-1025
Enrollment Center412-330-1046
Specific information on registration and
help with registration on other campuses
are available from these offices:
Summer session, Weekend College, and
graduate program courses are published in
separate schedules.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. Individual school course
listings are also available through the web
and should be checked to verify the correct
meeting times and room assignment. As
some courses are offered only in alternate
years, students should also consult with
departmental advisers when planning their
academic program.
Some late course registrations may be
subject to additional late fees.
Separate rules apply to Summer School.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
is the Thursday prior to the second class
weekend.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the registrar office web
page. There is a special crossover registration form that must be processed at the
Enrollment Center. This registration option
is not available by web.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full time
tuition rate for students who cross-register
is 4.5 .
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are canying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full time and will be charged the
full time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, students may register
for no more than 1.0 credit per term outside their home program. Enrollment will
be based on class availability
Crossover Registration Policy
-
The primary method of registration will
be via the web through AugNet during the
open registration period. Please reference
the ACTC Newspaper for specific dates.
Day students will be issued new PINS each
term prior to registration from their
assigned faculty adviser (please reference
the Personal Info screen on your AugNet
account for your assigned Faculty
Weekend College students may register
during the designated time prior to the
start of each term.
All day students are required to meet
with their academic adviser prior to registration. Freshmen and transfer students
may register during summer for courses in
the fall. All currently enrolled day students
may register during the fall for the spring
term and during the spring for the fall
term.
Registration
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Change of Program
Any undergraduate student taking a
graduate level course must have special
permission from the faculty director of the
program in which they wish to enroll.
Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an
Augsburg graduate level program wishing
to take an undergraduate course will pay
the rate of the program in which the
course if offered.
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Academic Information 7
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than seven
to ten years ago. Students must meet all of
Re-Admitted Students
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Registrar's Office. A Withdrawal from the
College form may be obtained at the
Enrollment Center. Withdrawal from
College cannot occur during final examination week unless a petition is approved
by the Committee on Student Standing.
Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar's
office.
Withdrawal from College
Once the open registration period closes, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the web closes.
Advisor). The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled in transfer work. In
these cases, please process your registration at the Enrollment Center.
72 Academic Information
All degree and course requirements
must be completed and v e d e d in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Each student must apply for graduation at the end of their junior year.
Students should apply before the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available at the Enrollment
Center.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
The responsibility for seeing that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the
Registrar's Office one year prior to graduation.
GRADUATION REQUIREMENTS
the requirements in effect under the catalog they choose. Choosing to complete
graduation requirements under the current
catalog will require re-evaluation of prior
coursework, including transfer credit, to
determine its applicability to the current
catalog requirements.
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). Each department sets its own limitations on the number of P/N graded courses
that may be applied toward the major and
minor programs, but normally students
may apply no more than two course credits
with P grades toward a major and no more
than one course credit with a P grade
toward a minor. The Departments of
Education and Social Work are examples
of departments that allow students to apply
more than two course credits with P grades
within the major program (two in major
field courses plus student teaching or field
work practicums).
1. Completion of 32 course
c r e d i S N o more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; and social work (B.S.) - 15.
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG 101), at least
one Augsburg Experience, a minimum GPA
in major(s)/minor(s) and in total course
work, residence, and general education
courses, including lifetime sports.
Requirements For Undergraduate
Graduation:
-
5. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrates experiential learning with academic learning and (2) Links on-campus
learning to the goals, mission, needs or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary
4. Augsburg Experiences-All students must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in
the broader community, both locally and
globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community
service, and study abroad.
Academic Information 73
-
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement assessment.
Students may retake the Math Placement
Assessment once during their first term of
enrollment. Students are required to take
the assessments before registering for the
first term and should achieve MPG 3 by
the end of their first year at Augsburg.
Take entry level skills assessments
and satisfy requirements.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 13
courses:
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
graduation skills course requirements.
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinlung Modem Languages
Entry Level Skills Requirements
SKILLS COMPONENT
6. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 creditslrequirements) must be
completed at Augsburg or within an
approved ACTC exchange program. No
less than a total of 9 credits are to be taken
at Augsburg College. Contact the registrar's
office if an official interpretation is needed.
Some departments have a minimum number of courses that are required to be taken
in residence within the major and minor.
Consult the catalog description of the
major/minor or the chairperson of the
department.
74 Academic Information
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except one writing
skill course.
Those who have not passed the
equivalent of ENG 1 11 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Transfer students who enter with 13
credits or more, or an A.A. degree accepted
in transfer, are exempt from critical thinking assessments.
Advanced Transfer Students
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
The BYU-CAPE assessment is offered
to students who have had at least a year of
Spanish, French, or German language studies in high school. The CAPE is a web
based language assessment designed to
assess and place students at the appropriate course level for language study
Students interested in waiving the modem
language requirement must complete this
assessment and place at the 311 level or
above.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 11 1 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year. Attendance the first day
of class is required for both ENG 101 and
111.
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem
language other than your native language
is also required. Completion of the requisite courses with a minimum grade of 2.0
or P is required for graduation. Students
Graduation Level Skills
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College.
Students in MPG 1may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass,
2.0 or higher is required to advance to the
next math level.
All students are required to have their
MPG determined. In some cases, students
who have transferred in a mathematics
course taken at another college may have
their MPG determined by the Registrar's
Office. All other students must take the
Augsburg Math Placement Exam, which is
administered by Academic Advising. The
exam is given during college registration
sessions and at other announced times
during the year. Practice questions and
other information are available from
Academic Advising.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Mathematics Requirement
-
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequi-
Students whose native language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is satisfied by successfully completing the ESL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic
Advising or the English Department for
additional information.
There is a seven-year time limit on language courses presented for transfer and
automatic waiver. Hearing students who
have demonstrated competence in
American Sign Language by passing an
approved course sequence will have fulfilled the skill.
Requirements for the Modem Language
Skill are determined by placement test. For
a language previously studied, successful
completion (minimum grade of 2.0 or P)
of one language course at your placement
level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is
required (i.e. sequential courses in the
same language). Students whose placement
test is at 311 or higher will be exempted
from further language study.
are required to have two courses with
Writing Skill components (at least one
within the major) and one course each
with Critical Thinking, Speaking, and
Quantitative Reasoning Skill components.
These courses can simultaneously satisfy
skill requirements and graduation requirements for the major andlor general education perspectives.
Academic lnformation 75
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
The General Education program consists of the first-year Augsburg Seminar for
day freshmen, the Augsburg Experiences,
the liberal arts perspectives, and the graduation skills. A primary objective is to
develop lifelong learning in the context of
the liberal arts and the mission of the
College.
GENERAL EDUCATION
Lifetime sports are non-credit courses
and are not included in the 32-course
requirement.
Two different lifetime sports are
required. Students who are not health and
physical education majors or in intercollegiate athletics may test out of one lifetime
sport. Students may demonstrate proficiency in one of a selected list of lifetime
sports. There is a fee to take the lifetime
sport proficiency test. Students must satisfy
the second lifetime sport requirement by
enrolling in a lifetime sport course.
Lifetime Sports
site of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment or GST 100.
76 Academic Information
-
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
2. No single course can fulfill the
requirements in two or more categories.
1. A student will choose a minimum of
one course from each required perspective
category.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available on-line and from
the registrar's office. These choices are controlled by the following policies:
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
LIBERAL ARTS PERSPECTIVES
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking, and quantitative reasoning.
Develop an appreciation of the role of
service to society.
Demonstrate connections between
liberal arts and the major field of study.
the social world, natural world, and westem heritage.
Transfer students entering with 24 or
more course credits will be required to take
one course from area 1 or 2 in the
Christian Faith Perspective while registered at Augsburg.
Transfer students entering with 13-23
course credits will be required to take two
courses from two different areas in the
Christian Faith Perspective while registered at Augsburg.
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Christian Faith (CF 1, 2, and 3 )
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
-
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 13 or more course credits.
Western Heritage (WH 1 and 2)
This perspective is intended to help
students critically examine tliemes (found,
for example, in literature,' philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Perspective: Western Heritage
One course credit or experience is
required to meet this perspective.
The City (C)
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community
Perspective: The Character and Mission
of Augsburg College: The City
Academic Information 77
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
One course credit is required to meet
this perspective.
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 13 or
more course credits.
Social World (SW 1 and 2)
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 13 or more
course credits.
Natural World (NW 1 and 2)
Perspective: The Natural World
Aesthetics (A)
Perspective: The Social World
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this perspective.
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Perspective: Aesthetics
One course credit is required to meet
this perspective.
Intercultural Awareness (IA)
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students study a specific, non-Western culture and how that culture has shaped the
world. In this course students critically
reflect upon ways their own cultural biases
operate when confronting other cultures.
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
Perspective: Intercultural Awareness
Perspective: Human Identity
78 Academic Information
-
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
See P/N limitations under Graduation
Requirements, page 73.
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
kequirement.
Unacceptable performance (no
credit for the course)
Performance below basic course
standards
Meets basic standards for the
course
Achieves above basic course
standards
Achieves highest standards of
excellence
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
with the Registrar's Office that states the
reasons for the request, outlines the work
required to complete the course, and
includes the course instructor's signature.
The instructor may stipulate the terms and
conditions that apply to course comple-
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
0.0
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
2.0
3.0
4.0
Numeric grades are used with these
definitions:
Numeric Grades
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Students who choose the P/N option
are cautioned:
Pass/No Credit
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
EXPLANATION OF GRADES
option. Any changes in choice of grading
system must be made according to dates
published each term. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Academic Information 79
Writing
Music Education (B.M.)
. . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.). . . . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be in
any one department, with the
following exceptions:
O Complete 32 course credits. Of these:
of three.
O Two different lifetime sports.
O Achieve a Math Placement Group score
.Modern Languages
Critical Thinking
Mathematics
D Satisfy entry level skill requirements in:
Augsburg Seminar (see page 98).
(Sophomore transfer students are
exempt from the Augsburg Seminar.)
O Complete the fall orientation and
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 72. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
80 Academic Information
-
One course with a Critical
Thinking component
Two courses with Writing
components (one within the major)
the following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
O Complete courses designated to fulfill
following perspective requirements-one course for each perspective.
No more than three courses from the
same department may be used to fulfill
perspective requirements.
Three Christian Faith Perspectives
from different areas
One City Perspective
Two Western Heritage Perspectives,
each from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social World Perspectives, each
from different departments
One Intercultural Awareness
Perspective
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken (CHM 100 &
101; CHM 105 & 106; CHM 115 &
116; PHY 121 & 122; SCI 110 &
111)
Cl Complete courses that fulfill the
point average in major, minor, and in
total courses completed.
O Maintain minimum cumulative grade
D Complete a major.
Experience.
O Complete at least one Augsburg
All students are required to file a
graduation application with the
Registrafs Office one year prior to graduation.
0 Complete a major.
Experience.
One course with a Quantitative
Reasoning component
One course with a Speaking component
Other maximums are described on
page 73.
0 Complete at least one Augsburg
Two Modem Language Skill courses,
other than your native language
One course with a Critical Thinking
component
One course with a Writing
component within the major
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
0 Complete courses that fulfill the
One Natural World Perspective
One Intercultural Awareness
Perspective
One Social World Perspective
One Aesthetic Perspective
One Human Identity Perspective
One Western Heritage Perspective
One City Perspective
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
D Complete courses that fulfill the
following perspective requirements:
D Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . . .15
Music Therapy ( B . ) . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . .20
Music Education (B.M.) . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be
from any one department, with the
following exceptions:
No more than three courses from the
same department may be used to fulfill perspective requirements.
0 Complete 32 course credits. Of these:
Ci Achieve a Math Placement Group score
of three.
0 Two different lifetime sports.
writing.
0 Satisfy entry level skill requirements in
All transfer students (entering with
13 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
One course with a Quantitative
Reasoning component
One course with a Speaking
component
Two Modem Language Skill Courses,
other than your native language
Academic Information 8
-
A course in which a grade of 0,0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
tion. 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.
12 Academic Information
Seniors-24 course credits completed.
Juniors-16 course credits completed.
Sophomores-7 course credits completed.
Students are classified when grades are
posted at the end of each term.
Classification
*Courses with 0 to 4 grade assigned
GPA = Total grade points divided by
number of credits attempted.*
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
Grade Point Average
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Auditing Courses
Advanced Placement Program Test
(AP)-The Advanced Placement Program
Test may allow students who have scores
of 3 , 4 , or 5 on the CEEB Advanced
Placement Test to receive college credit for
selected courses. A score of 4 or 5 is
required on the AP Language and
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit.
Departmental guidelines are available at
the Registrar's Office.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
-
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Registrar's Office. In completing
The Registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
There is a faculty member designated
by the department to administer the exam.
There is a departmental instrument
available for the subject area in question.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and Academic Advising.
Composition examination for credit for
ENG 111 Effective Writing. Additional
credit or placement is at the discretion of
the department. Inquiries should be
addressed to the Registrar's Office.
Academic Information 8
-
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Application of this credit toward the
Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
The learning and skills involved are
current and could be used at the present
time.
The learning relates well to the student's educational goals.
The learning lends itself to both qualitative and quantitative measurement.
The learning has been objectively verified by individuals in addition to the presenting student.
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
the evaluation of a student's previous learning, the faculty team applies the following
criteria:
4 Academic Information
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
Students whose native language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
English as a Second Language (ESL)
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, &missal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's cornrnitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation.
in the total number of courses required for
graduation.
than 24 course credits
than 16 course
than 7 course credits
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incompletes in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If pennission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Dean's List
Senior -24 or more course credits
Junior-fewer
Sophomore-fewer
credits
Freshman-fewer
Student class years are based on the
number of courses completed:
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. .Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
Academic Information 8
-
Augsburg College has one commencement ceremony per academic year in the
month of May Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement iE (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
are required to sign a statement of understanding acknowledging remaining degree
requirements in order to participate in
commencement. A student will not graduate nor will a degree be conferred until all
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1, 2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
an outstanding project as determined by
the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg.
Most departments offer graduation with
distinction. For specific requirements,
please contact the applicable department.
To be considered for Graduation with
Distinction, a student should consult with
their major department no later than the
fall semester of their junior year.
Graduation with Distinction
36 Academic Information
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
g u i d e l i n e ~ they
r
will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Contact Academic
Advising for a list of eligible majors.
Students must complete a formal Four-Year
Assurance Degree Plan with the College
before the end of their sophomore year
(prior to completing 16 course credits) in
order to qualify. Contact Academic
Advising for details.
FOUR-YEAR ASSURANCE
PROGRAM
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
Veterans of Military Service
graduation requirements are met, regardless of participation in commencement.
Right to request amendment of
education records--You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa-
Right t o inspect and review education r e c o r d j o u 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.
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
-
The student's participation in
officially recognized activities and
sports;
The student's enrollment status (FTPT);
The student's academic class level;
The student's major field of study;
The student's date and place of birth;
The student's e-mail address;
The student's telephone number;
The student's address;
The student's name;
"Directory information" includes
t h e following:
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.
Right to withhold disclosure of
"directory informationu-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.
ny 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.
Academic Information 8;
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the regismar prior to Sept. 15 (or within
The student's photograph.
The most recent previous educational
agency or institution attended by the
student; and
The student's dates of attendance;
The weight and height of members of
athletic teams;
The student's degrees and awards
received;
8 Academic Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Reporting Educational Information
Right t o 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, conceming Augsburg's failure to comply with
FERPA.
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 form for withholding
disclosure must be completed each academic year.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms. This
information is also available on-line.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Credits
Descriptions and schedules for Summer
Session, the Master of Arts in Leadership,
the Master of Social Work, the Master of
Arts in Nursing, the Master of Arts in
Education, and the Master of Science in
Physician Assistant Studies courses are
published in separate catalogs.
A course schedule for all ACTC schools
is available on-line through the web
addresses published in the ACTC newspaper. They will contain the most accurate
and up to date information.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Class Schedule
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
90 DEPARTMENTS
AND PROGRAMS
-
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
lnternship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tendregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register.
399
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
Registration for internships consists of
the following steps:
INTERNSHIPS
199
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
Prerequisites
--
Departments and Programs 91
92
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
499
See listing under Interdisciplinary Studies.
AMERICAN
INDIAN
STUDIES
See listing under Business Administration.
ACCOUNTING
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
299
DIRECTED AND INDEPENDENT STUDIES
-Departments and Programs
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey
Art Faculty
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
\ rt is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this, we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
A
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Art
Five art history courses including
ART 240.
Drawing
Students will use traditional drawing media and will develop their ideas and
skills with them. Emphasis is placed on foundational drawing concepts.
ART 107
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
Painting I
Introduction to painting media and technique in acrylic or oil.
ART 105
ART 106
ART 118
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the depanment.
STUDIO ART
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 102
Note: All studio courses require work outside of class sessions.
W STUDIO ART FOUNDATIONS
Five courses including ART 240, ART
107, and three additional studio courses.
Studio Art Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Art History Minor
Architecture Minor
Departmental Honors
94 Art
-
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
design.
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
Calligraphy II
Advanced work in calligraphic media and design.
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterfonw using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
ART 215
ART 221
ART 223
ART 224
ART 225
ART 250
ART 306
ART 315
ART 320
ART 325
$200-225.
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
ART 210
ART 132
-
Art 95
Graphic Design II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Sculpture II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
Print Making II
Design concepts using descriptive and experimental techniques in transparent
watercolor.
Watercolor Painting
Advanced study of painting. (Prereq.: ART 118)
Painting II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
Ceramics II
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
Digital Imaging
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Art History Survey
History of Architecture to 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
History of Architecture after 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent
local examples of design excellence. (Prereq.: None for ART 249; ENG 111
and an ART, HIS, or urban studies course for ART 349)
ART 2491349 The Designed Environment
ART 244
ART 243
Note: The following courses are oflered intermittently, usually two or three sections per year
ART 240
ART AND ARCHITECTURAL HISTORY
ART 478
ART 368
ART 360
ART 355
ART 351
ART 340
ART 330
96 Art
-
A study of early colonial through contemporary American art, architecture,
and folk arts.
American Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
19th- and 20th-Century Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
Renaissance and Baroque Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
Medieval Art
The art of the Ice Age through the Roman period to the fourth century A.D.
Prehistoric and Ancient Art
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
Scandinavian Arts
A study of the creative role of women in the visual arts, including the fine arts, the
"mditional" arts, and the work of Native American women. (Prereq.: ENG 111)
Women and Art
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
Tribal Arts and Culture
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
lnternship
See listing under East Asian Studies.
ASIANSTUDIES
ART 499
ART 399
ART 299
ART 199
Internships and Independent Study Courses:
ART 389
ART 388
ART 387
ART 386
ART 385
ART 382
ART 352
ART 290
-
Art 97
T
AUC 101
All freshman students must successfully complete the entire eight-week
Augsburg Seminar in order to fulfill the
graduation requirement, even if they drop
the linked content course. Permission to
complete the seminar after withdrawal
from the content course is at the discretion
of the instructor.
Augsburg Seminar (.25 course)
A series of fall-tern meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
Augsburg Seminar
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
B
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
~c~au~hlin
Biology Faculty
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
In recent decades great strides have
been made in understandmg important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanhng
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
or CHM 351/352 Organic Chemistry
A semester course in organic chemistry
or CHM 115/116 General Chemistry
CHM 1051106 Principles of Chemistry
Required Supporting Courses
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 367 Biochemistry
BIO 476 Microbiology
5.
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
3.
B10 355 Genetics
BIO 481 Ecology
BIO 361 Plant Biology
BIO 440 Plant Physiology
2.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
and at least one from each of the five
following groups:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
Nine courses including:
Major
-
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Minor
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
with both oral and poster presentation and
written report. Project proposals should be
made to the department by Sept. 30 of the
senior year or Feb. 28 in the case of students planning to graduate in the following
December.
Departmental Honors
A GPA of 3.7 in biology and 3.5 overall.
An original research project on a significant topic in biology with both oral and
poster presentation and written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Graduation with Distinction
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Transfer course policy for majors and
minors
or MAT 163 Introductory Statistics
or MAT 145 Calculus I
or h4AT 122 Calculus for the Social
and Behavioral Sciences
MAT 114 Precalculus
or PHY 121/122 General Physics
PHY 116 Introduction to Physics
100 Biology
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
Teaching Licensure Major
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Graduate and Professional Training
Students should consult members of
the biology faculty for information specific
to medical school application.
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Biology for Pre-Medical Students
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only
Three one-hour lectures. Does not apply to the major or minor. Spring)
SCI 111
BIO 101
BIO 102
BIO 103
BIO 105
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
Cooperative Education
to those students who bave completed at
least one upper division biology course and
have a GPA of 3.0 in biology.
SCI 110
Membership in the Augsburg Chapter of
this national biology honor society is open
Beta Beta Beta
consult with the Augsburg Department of
Education to idenbfy current Minnesota
teacher licensure requirements. All upper
division biology requirements for secondary
licensure must be completed before beginning student teaching.
-
Biology 101
BIO 369
BIO 361
BIO 355
BIO 353
BIO 351
BIO 215
BIO 185
BIO 114
BIO 113
lntroductory Organismal Biology
An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352.
Fall)
Biochemistry
of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
A survey of the major groups of algae, fungi, and plants, including the study
Plant Biology
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing.
Spring)
Genetics
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10
113, 114. Spring)
Comparative Vertebrate Morphology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
Invertebrate Zoology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 351. Fall)
Introductory Cellular Biology
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes. Does not apply to the major or
minor. (WEC only)
The Biology of Aging
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
lntroductory Cenetics, Evolution, and Ecology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall)
Plant Physiology
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Seminar (0.0 course)
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratoly, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
Ecology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215,
CHM 351, junior standing. Spring)
Microbiology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Developmental Biology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
Animal Physiology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall)
Advanced Cellular and Molecular Biology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life histoly. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 499
BIO 399
BIO 299
BIO 199
See description on page 92. (Prereq.: B10 215. P/N only)
Independent Study/Research
See description on page 91. (Prereq.: B10 215. P/N only)
Internship
See description on page 92.
Directed Study
See description on page 91. (Prereq.: B10 113, 114. P/N only)
Internship
Internships and lndependent Study Courses:
BIO 491
BIO 481
BIO 476
BIO 474
BIO 473
BIO 471
BIO 440
-
Biology 103
John C. Cemto (Chair), Nora M.
Braun, C. Lee Clarke, Jay Dobberstein,
Amin E. Kader (International Business
Coordinator), Ashok K. Kapoor (Finance
Coordinator),Jim Kattke, Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe (MIS Coordinator), Stuart M.
Stoller
Faculty
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
0
BUS, ACC, MIS, MKT
To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must
avoid taking too many electives or exceeding the 13-course lirmt per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
MIS, and MKT are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
Graduation Requirements
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and business
finance through the Weekend College program.
Certificate Programs
Within the business administration
major there are three specializations: management, finance, and international business. Within the accounting major there
are three specializations: general accounting, public accounting, and managerial
accounting.
Specializations
The Department of Business
Administration offers four majors: business
administration (BUS), accounting (ACC),
management information systems (MIS),
and marketing (MKT).
Majors
Students who plan to major in business
administration, accounting, MIS, or marketing are strongly encouraged to select a
departmental adviser who teaches in their
major. This should be done by the end of
the sophomore year at the latest. In addition to advising, departmental faculty can
counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Advising
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Transfer Students
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation. Exceptions are noted in the
major.
t
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Entrepreneurship
The international business faculty
actively support international study
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship (BUS/ACWMIS/MKT
399) during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Internships
Business Administration 10:
T
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
BUS 331 Financial Management
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Financial Theory: Policy
and Practice
Investment Theory
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 331Financial Management
Combined Major in Business
Administration and Economics
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
and one additional upper division course in
either international business or international economics.
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one of
EC0 3 11
ECO 312
ECO 313
ECO 315
BUS 479
BUS 438
BUS 433
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 214
BUS 242
BUS 254
BUS 295
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, BUS 331 or BUS 379.
Other configurations may be permitted
with the approval of the department chair.
BUS 105
To quai*, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Departmental Honors
To qual*, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
and one other upper division business
administration, accounting, MIS or marketing course.
-
Business Administration 10
-
-
BUS 433
BUS 424
BUS 379
BUS 368
BUS 362
BUS 340
BUS 331
BUS 301
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: Bus 331)
Financial Theory: Policy and Practice
To incorporate and learn the techniques of creatinga controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331,
379; MIS 175, MKT 252)
Internal Audit and Management Consulting
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and
either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.)
Quantitative Methods for Business and Economics
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
Responding to the Challenge of Japan
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
International Business
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor)
Human Resource Management
This course includes Financial Statement Analysis, Risk and Return, Security
Valuation, Capital Budgeting, Capital Structure and Working Capital
Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3)
Financial Management
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Law
(See Department of Philosophy for course description)
BUSIPHI 300 Business Law and Ethics
08 Business Administration
Investment Theory
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
Intermediate Quantitative Methods for Business and Economics
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
International Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
Strategic Management
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379)
Risk Management and Insurance
This is an introduction to investment decision making and portfolio management theory and practice. Other topics include Valuation principles and practices, risk and return analysis, and derivatives. (Pre-req: Bus 331)
BUS 499
BUS 399
BUS 299
BUS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
BUS 495
BUS 479
BUS 465
BUS 440
BUS 439
BUS 438
Business Administration lo
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in General Accounting
No additional courses required.
Students are encouraged to take the
courses in the sequence given above.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law or PHI 300
Business Law and Ethics
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
ACC 326
ACC 324
ACC 323
ACC 322
ACC 295
ACC 222
ACC 221
Minor in Accounting
This minor is recommended for majors
in MIS and finance.
Six
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
Tax Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379,
MKT 252, or consent of instructor)
Managerial Cost Accounting
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
Accounting Theory and Practice II
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice I
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
Topics
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
Principles of Accounting II
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
Principles of Accounting I
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Departmental Honors
Accountinq 1
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
Advanced Accounting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331,
379, MIS 175 or 360 or 370, MKT 252)
Internal Audit and Management Consulting
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
Auditing
ACC 499
ACC 399
ACC 299
ACC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
ACC 495
ACC 425
ACC 424
ACC 423
12 Accounting
-
A. 12 courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
BUS 33 1 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MKT 252 Principles of Marketing
MIS 360 Problem Solving for Business
MIS 370 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Management Information Systems
Major
he major in management infonnation systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a
weak computer background, they should
also take MIS 175 for the major.
T
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Honors Major
Note: Completion of MIS 360 or MIS 370
satisfies any requirement for MIS 175.
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 360 or 370, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Minor in MIS
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
MIS 376
MIS 375
MIS 370
MIS 360
MIS 295
MIS 175
14 MIS
-
Principles of Computing for Business
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175,360, or 370)
Project Management
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as
MIS 175,360,370, or CSC 160)
Management Information Systems in the Organization
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175)
Data Management for Business
This course applies advanced software capabilities like macros, Solver and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175)
Problem Solving for Business
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
Topics
An introductoly course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 360 or 370 instead of MIS 175.
(Prereq.: MPG 3)
Systems Analysis and Design
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Topics
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475)
Information Systems Projects
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken
concurrently with MIS 475)
MIS 499
MIS 399
MIS 299
MIS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MIS 495
MIS 476
MIS 475
-
MIS 11:
T
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
MKT 350
MKT 352
6 courses including
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
B. Required Marketing Courses
MKT 252
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
A. Business Administration Core
Requirements
Marketing Major
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships.
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
ACC 221
ACC 222
BUS 242
MKT 252
PHI 300
BUS 331
MIS 175
Sales Management
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: MKT
252.)
International Marketing
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
Marketing Management
An introduction to print, broadcast, and Web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Advertising
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Marketing Communications
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 499
MKT 399
MKT 299
MKT 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MKT 495
MKT 466
MKT 450
MKT 357
MKT 355
MKT 354
-
Marketing 111
c
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
Graduation Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemishy
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
BACHELOR OF ARTS
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
Chemistry Faculty
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To provide an atmosphere of leamhg
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105,106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
American Chemical Society Approved
Major
BACHELOR OF SCIENCE
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
Chemistry for Pre-Medical Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of b s catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure in Physical Science
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
General Physics I, I1
Calculus I, I1
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
BIO 367
CHM 464
CHM 481
CHM 482
CHM 470
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Graduation with Distinction in
Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory 11
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Departmental Honors
-
Chemistry 11!
CHM 115
CHM 106
CHM 105
CHM 101
CHM 100
SCI 111
SCI 110
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
General Chemistry I
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
Principles of Chemistry II
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
Principles of Chemistry I
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM
100, MPG 3. Spring)
Chemistry for Changing Times II
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
Chemistry for Changing Times I
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoly. Prereq.: SCI 110)
Natural Science II
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Natural Science I
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
20 Chemistry
-
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Physical Chemistry II
CHM 364
Properties of Polymers
CHM 367
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 365
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
Physical Chemistry I
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
Quantitative Analytical Chemistry
CHM 363
CHM 361
CHM 353
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 351,352 Organic Chemistry I, II
CHM 116
Chemistry 12
CHM 497
CHM 495
CHM 491
CHM 482
CHM 481
CHM 470
CHM 464
-
(.O course)
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Introduction to Chemistry Research
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Topics in Chemistry
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society.Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Chemistry Seminar
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
Advanced Inorganic Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
Advanced Analytical Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
Principles of Medicinal Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
Advanced Organic Chemistry
22 Chemistry
-
Directed Study
See description on page 92.
Internship
See description on page 91
Independent StudyIResearch
See description on page 92. (Prereq.: junior or senior standing)
CHM 299
CHM 399
CHM 499
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
T
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
Computer Science Major
BACHELOR OF ARTS
.
Charles Sheaffer (Chair), Lany
Crockett, Jim Moen, Noel Petit, Larry
Ragland, Karen Sutherland
Computer Science Faculty
See listing under Speech/Communication and Theatre Arts.
lnternship
See description on page 91
CHM 199
Internships and Independent Study Courses:
-
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Computer Science Major
BACHELOR OF SCIENCE
At least one elective must be an upper division course.
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
CSC 450
!24 Computer Science
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
Major in Computational Economics
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Computational Economics
At least two electives must be upper division courses.
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
MAT 271 Discrete Mathematical
Structures (recommended)
CSC 160
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145.
Computer Science Minor
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Departmental Honors
One upper division elective in philosophy
Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Fonnal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
CSC 373
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Smctures
CSC 320 Algorithms
Major in Computational Philosophy
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Computational Philosophy
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science 12
-
CSC 352
csc 345
CSC 320
CSC 273
CSC 272
CSC 270
CSC 240
csc 210
CSC 170
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
Database Management and Design
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
Principles of Computer Organization
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
A systematic study of algorithms and their complexity, including searching
Algorithms
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Computer Science: An Alternative Scheme I
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
UNIX and C
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
FORTRAN
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
Introduction to Networking and Communications
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
Data Structures
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
Structured Programming
126 Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Advanced Topics in Computer Science
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
Programming Languages and Compilers II
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
Programming Languages and Compilers I
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
Advanced Networking and Operating Systems
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
Introduction to Al Robotics
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
Computer Science: An Alternative Scheme II
CSC 499
CSC 399
CSC 299
CSC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
CSC 495
CSC 451
CSC 450
CSC 440
CSC 431
CSC 373
Computer Science 12
Martha Johnson, Director
East Asian Studies Faculty
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
A
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
Language Courses
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Major in East Asian Studies
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Minor in East Asian Studies
-
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
REL 356
THR 245
PHI 355
POL 282
POL 363
HIS 104
ENG 282
BUS 368
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
East Asian Studies 12
T
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economics/business administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
and three other upper division courses also
required:
MIS 175 F'rinaples of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
Finite Mathematics
or MAT 121
Calculus for the Social
or MAT 122
and Behavioral Sciences
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
Jeanne Boeh (Chair), Keith Gilsdorf, Stella
Hofrenning
Economics Faculty
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
mation systems, political science, histoly,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
and one other upper division business course.
and one other upper division economics
course, and six accountinglbusiness
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
See Computer Science, page 124.
Combined Major in Economics and
Business Administration
Minor in Economics
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Departmental Honors
See Political Science, page 229.
Teaching Major in Political Science
and Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teacher Licensure Major
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted
with the approval of the department chair.
Major in Computational Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
EC0 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
or ECO 315
Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120 Ethics
or PHI 125 Ethics and Human Identity
Economics 131
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 )
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
ECO 110
ECO 112
ECO 113
ECO 295
ECO 31 1
ECO 312
ECO 313
132 Economics
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity Emphasis placed on monetary theory and policy (Prereq.:
ECO 112. Fall: alternate years)
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 315
ECO 317
ECO 318
ECO 360
ECO 365
ECO 413
ECO 414
Economics 13
-
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Topics
ECO 499
ECO 399
ECO 299
ECO 199
See description on page 92.
Independent StudyIResearch
See description on page 91. (Prereq.: Completion of 50 percent of major or
consent of instructor)
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
ECO 495
134 Economics
Students in all degree andlor licensure
programs must apply for acceptance into
the education department prior to begin-
Beginning Fall 2002, a graduate level
licensure option will be available in weekend format to those already holding a B.A.
degree. Graduate courses taken for licensure can be applied to a Master of Art in
Education degree. Contact the Education
Department for information.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artdliterature, social
studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and
weekend students who can take courses on
a weekday schedule. All prerequisite, elementary core, and professional education
courses except field work and student
teaching are available on a weekend or
weekday late aftemoonlevening schedule.
Fieldwork and student teaching must be
completed during regular weekday hours.
All students must have some time available
each term for field experiences.
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8),secondary (grades 5-12) in biology,
chemistry, communication arts~literature,
health, mathematics, physics, and social
studies, and K-12 licenses in visual art,
health, physical education, music, and
dancdtheatre, and special education: E/BD.
T
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. Students who entered the College
under a previous catalog and who will
complete their licensure after August 31,
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Student Teaching Abroad
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
ning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
-
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
MAT 131 Math for the Liberal Arts
( W C T ) (if math specialty
area: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math: MAT
122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
l), (if science specialty area:
PHY 116)
PHY 114 Earth Science for Elementary
Teachers (If science specialty
area: PHY 116 and geology)
BIO 102 The Biology World (NW 2)
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
hey must also complete an approved middle school specialty area and student teaching.
Elementary Major and Licensure
Requirements:
2003 must comply with the new program.
No one will be licensed under programs
described in previous catalogs after August
31, 2003.
136 Education
Student Teaching Block
EDC 481,483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Societv (WlISW)
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
StudiestThematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Methods Block I
EED 310 K-6 Methods: Health/PE (.5)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsIChildren's Literature
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 3 10 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Major Courses
Vicki Olson (chair), Joy Bartlett, Joseph
Erickson, Jeanine Gregoire, Gretchen
Irvine, Mary Jacobson, Anne Kaufman,
Lynn Lindoy Susan O'Connor, Ron
Petrich, Linda Stevens, Barbara West
Education Faculty
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artditerature, dance/theatre, health, mathematics, music, physical
education, physics, and social studies.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
Under new licensure rules, the state of
Minnesota will require middle school specialty areas as a part of all elementary
teacher licenses. Teachers will be able to
teach at the middle school level in their
specialty area. Students must complete a
coursework program in one of the following areas: communication artshterature,
mathematics, science, or social studies. See
Education Department for specific courses
required in each area.
Methods Block I
ESE 300 ReadingMriting in the Content
Area
Foundations Block I1 (Courses beyond this
point require admission to the education
department.)
EDC 310 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Non-departmental requirements:
ENG 111 Effective Writing
HPE 11'5 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA)
Beginning Fall 2002, a graduate level
elementary licensure option will be available through Weekend College. Licensure
will be obtained through a combination of
graduate and undergraduate credits.
Contact the Education Department for
information.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
teaching, is the maximum allowed within
the elementary education major.
Secondary Education 13:
Creating Learning
Environments
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations.
Computer training will be included in this course.
Learning and Development in an Educational Setting
EDC 210
EDC 220
EDC 310
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
A survey of educational psychology topics as applied to teaching and learning.
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.
Fieldwork experience. (Prereq.: ENG 111,sophomore standing)
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend college. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for
Students may no longer license in a
minor field of study
Art, dancdtheatre, music, and physical
education teacher education programs lead
to licensure for grades K-12.
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
EDC 200
Students preparing for licensure in one
of these areas follow the secondary educa-
Art, DanceITheatre, Music, and
Physical Education Licensure (K-12)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Student Teaching Block
ESE 481,483,485,487 Student Teaching
(3.0-4.0). (S)
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
ESE 325
38 Secondary Education
-
-
-
The Special Needs Learner
The study of students with disability, special needs, and gftedness. 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)
School and Society
Emphasis on points of view about the role of school in modem 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)
K-6 Methods: HealthIPhy Ed (.5 course)
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
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. (Preq.: PPST and admissions to department)
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
Middle School Methods: Communication ArtsILiteratureWriting (.5 course)
Introduction to the teaching of writing at the middle school level. (Prereq.:
PPST and admission to department)
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST
and admission to department)
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)
EDC 410
EDC 480
EED 310
EED 320
EED 330
EED 331
EED 341
EED 342
EED 350
Elementary Education 13!
-
-
K-6 Methods: Social StudiesIThematic Studies (-5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with 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 370
EED 380
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience. (Prereq.: PPST and admission to department)
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)
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300
ESE 325
ESE 310
ESE 320
ESE 330
EED 481, 483, 485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 360
140 Secondary Education
5-12 Methods: Science
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
K-12 Methods: Music
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
K-12 Methods: Visual Arts
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. (Prereq.: PPST and admission to department)
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. Fieldwork experience.
(Prereq.: PPST and admission to department)
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cuniculum development.
Required for elementary concentration in communication araiterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication arts/literature license do not need to
take ESE 300.)
5-12 Methods: Literature and Reading
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)
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
ESE 481, 483, 485, 487 Student Teaching
ESE 370
ESE 360
ESE 352
ESE 351
ESE 350
ESE 340
P
-
Secondary Education 14
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
HPE 115 Chemical Dependency (.5)
ENG 111 Effective Writing
INS 105 Introduction to American
Indian Studies
or INS 260 Contemporary American
Indians
Required Non-major Courses:
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend College. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for information.
he special education EB/D major is
available only through Weekend College;
ideally, to people who are currently in
schools working with students with this
label. This major leads to Minnesota teaching licensure in special education with a
specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more information.
T
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts1
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
Student Teaching
Summer Practicum
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
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).
SPE 420
SPE 430
SPE 440
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Interested students should contact the
director of special education at the outset
of coursework.
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Choose one from the following:
PSY 351 Developmental Psychology:
Child
pSy 352 Developmental Psychology:
Adolescent and Young Adult
pSy 353 D~~~~~~~~~~~~
Psychology~
Middle and Older Adult
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 410
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
-
Special Education 14:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
University of Minnesota
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser.
A
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
EDU 491
The curriculum is the same as the
B.A.B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
The Special Needs Learner
(see EDC course descriptions)
EDC 410
4 4 Special Education
-
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
Michigan Technological University
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.Ah4.E.
program are not guaranteed admission to
the Institute of Technology.
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Engineering 14:
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, or tutoring in the writing lab.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
T
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin,John Harkness, Dallas Liddle,
Roseann Lloyd, John Mitchell, Ronald
Palosaari, David Ross, John Schmit, Joan
Thompson
English Faculty
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
3381438 recommended)
Prerequisite: ENG 111
Communication ArtsILiterature
Teacher Licensure Major
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Minor
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Departmental Honors
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
This major is only for those who seek
to be licensed in communication artslliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
ESE 352
ESE 351
English 14
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
ENC 111
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Prerequisites
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
ENC 101
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences-are
The Enqlish
- Placement Test
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer Students
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Concentration in Writing
48 English
-
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions.
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
ENC 223
ENG 225
ENC 226
ENG 227
ENC 236
ENC 241
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 216
English 14
ENC 338
ENC 337
ENC 336
ENC 331
ENC 282
ENC 272
ENC 271
ENC 251
ENC 245
50 English
Introduction to Literature
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
Shakespeare
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
A study of major writers of the 19th century, emphasizing Romantic and
British Literature: the Romantics and the Victorians
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: 17th and 18th Centuries
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: Medieval to Elizabethan
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
Topics in Literature
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
European Literature: From the Renaissance to the Modern Period
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
European Literature: Homer to Dante
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
Readings in American Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
Topics
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
Studies in Modern Fiction
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
American Literature Since 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
American Literature Before 1920
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
Quantitative Journalism:Computer-Assisted Reporting and
Research
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
Introduction to the English Language
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
Advanced Creative Writing
ENC 436
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
Women and Fiction
All 400-level courses will involve some reading and study of literary criticism or: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 382
ENC 361
ENC 351
ENC 350
ENC 347
ENC 345
ENC 341
English 1s'
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and technigues for
gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
ENC 445
ENC 480
ENC 482
Playwriting
Directed Study
See description on page 92.
lnternship
See description on page 91. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
Independent StudyIResearch
See description on page 92. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
ENC 299
ENC 399
ENC 499
See listing under Modem Languages.
See listing under Modem Languages.
See listing under Interdisciplinary Studies.
lnternship
See description on page 91.
ENC 199
Internships and Independent Study Courses:
THR 325
See department listingfor a description of the following approved elective:
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 438
s
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment.
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3)
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~cdcooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
CST 100
CST 140
CST 200
CST 209
See listing under Modem Languages.
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 009
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
Marilyn Florian (Chair), Brian Amrnann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
Health and Physical Education Faculty
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
v
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
HEALTH EDUCATION
-
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer to be completed
by December 31, 2003.
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
Coaching (not a major)
Minnesota Board of Teaching Statute
35 12.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 101,115,210,223, 231,232,351.
There is no PE teaching minor in
Minnesota public schools.
HPE 101, 110,114, 115,316,320,390,
450, BIO 103.
PHYSICAL EDUCATION
Minor
Minor
Health and Physical Education 15:
-
-
HPE 450
HPE 410
HPE 390
HPE 356
HPE 320
HPE 316
HPE 115
HPE 114
HPE 110
HPE 101
personal
(.5 course)
(.5 course)
(.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Current Health Issues (.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
Administration and Supervision of the School Health Program
(.5 course)
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
Instructional Methods and Materials in Health Education
Sunrey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standardsn and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
School Health Curriculum
A study of the psychological, social, and biological components of human sexuality (Spring)
Human Sexuality
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
Health and Chemical Dependency Education
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
Health and Safety Education
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
Personal and Community Health
health and fitness. (Fall and Spring)
A course designed to provide the knowledge and skills to mod*
Fitness for Life
HEALTH EDUCATION
156 Health and Physical Education
HPE 340
HPE 335
HPE 331
HPE 323
HPE 275
HPE 254
HPE 232
HPE 220
HPE 210
HPE 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
tion and athletic programs. (Prereq.: HPE 210. Fall)
A survey of management, leadership, and decision-making for physical educa-
Organization and Administration of Physical Education Programs
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
Outdoor Education
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
Individual and Dual Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
Team Sports
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
Prevention and Care of Athletic Injuries
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
A general overview of developmentalladapted physical education from early
Introduction to Developmental/Adapted Physical Education
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Spring)
Dance
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
Motor Learning
History, principles, and philosophy of physical education and sport. (Spring)
Introduction to Physical Education
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
Fitness for Life
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
PHYSICAL EDUCATION
Health and Physical Education 15;
Kinesiology
(.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Physical Education Curriculum (.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
Physical Education Methods (K-6)
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
Physiology of Exercise
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 499
HPE 399
HPE 299
HPE 199
See description on page 92. Open only to junior or senior majors.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
HPE 473
HPE 368
HPE 365
HPE 356
HPE 351
HPE 350
- Health and Physical Education
158
H
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Major
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
William Green, John Gregg, Don
Gustafson, Chris Kimball
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community"
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Prerequisites
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
Departmental Honors
Five courses, at least three of which
must be upper division.
Minor
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure
medieval, modem Europe, U.S., and nonWestern.
-
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
The Modern Non-Western World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern World
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
The Shaping of Western Civilization
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
The Beginning of Western Culture
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 220
HIS 195
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
America to 1815
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
Topics in History
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 1621462 20th Century South Asia
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
HIS 150/350 Cultural Conflict and Change in Latin America
HIS 104
HIS 103
HIS 102
HIS 101
Transfer students planning a major
must normally take at least three of their
Transfer Students
160 History
19th-Century U.S.
HIS 311
HIS 249
History of African American Civil Rights, 1915-1972
HIS 243
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
Topics in Women's History
(See Department of Art for course description)
The Designed Environment
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
History of African American Civil Rights, 1619-1915
A survey of the development of Afiican American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
Topics in African American History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
Minnesota History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
American Legal History
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
History of the Twin Cities
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
20th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 242
HIS 241
HIS 234
HIS 228
HIS 225
HIS 222
HIS 221
History 16
-
HIS 348
HIS 347
HIS 346
HIS 336
HIS 335
HIS 332
HIS 331
HIS 326
HIS 323
162 History
Modern China
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
Russia and the Soviet Union in the 20th Century
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
MesoAmerica: Legacy of the Conqueror
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
A survey of Namibia and South Africa including the experience of indigenous
Namibia and South Africa: A Historical Perspective
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
American Labor History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
American Urban History
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
History of U.S. Foreign Relations
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
Topics in U.S. History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
American Indian History
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 474
HIS 440
HIS 381
HIS 380
HIS 370
HIS 361
HIS 360
HIS 354
HIS 352
HIS 349
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
The World and the West
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
Topics in World History
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
The History of Women in the West Since 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
The History of Women in the West to 1870
emphasizing modifications of these institutions by the Italian Renaissance and'
the early years of the Reformation.
A study of the scholastic tradition and the role of the Church and state,
The Late Middle Ages to 1560s
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
Hellenistic Greece and Rome to 330 A.D.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
The Ancient Near East and Greece to 338 B.C.
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
Britain and the Commonwealth Since 1688
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
Modern Germany
(See Department of Art for course description)
The Designed Environment
History 16
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92. A maldmum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
HIS 399
HIS 499
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 160
HON 210
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
T h e r e are two ways to graduate from
the Honors Program- Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA,
Directed Study
See description on page 92. A maximum of one course in directed study may
be applied to the major.
HIS 299
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board. Students
take five of the following courses and four
mini-seminars. (Four mini-seminars equal
one credit.)
Internship
See description on page 91.
HIS 199
Internships and Independent Study Courses:
HIS 495
164 History
History of Jazz
Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians.
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity.
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
HON 241
HON 365
HON 401
L
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 214
L
The Poverty and Wealth of Nations
Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he
did then? Emphasis in the course will be placed on understanding economic
systems from around the world and how individuals make choices within this
framework. This course fulfills the Social World Area 1 or 2 perspective.
HON 217
I
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 212
For other interdisciplinary course
listings, see International Studies.
Augsburg also offers students the
oppomnity to major and minor in
Women's Studles, Metro-Urban Studies, and
American Indian studies.
dents are better prepared to become contibuting members of the global community.
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 21 1
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
students
gain greater insight and understandmg of
cultures and ~ersvectivesdifferent from
their own. Through these experiences stu-
-
Honors Program 16:
-
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language.
Five courses including INS 105. At
least two must be upper division.
Minor
In addition student must complete five
electives. At least five of the courses
toward the major must be upper division.
Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
INS 260 Contemporary American
Indians
HIS 326 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
INS 499 Capstone Project
Adjunct Faculty
Priscilla Buffalohead, Steve Chapman,
Robert Danforth, Rick Greschyk, Sophia
Jacobson, Dale Weston
American Indian Literature
(See Department of English for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
ENC 216
INS 233
OJB 111, 112 Beginning Ojibwe I, I1
(See Department of Modem Languages for course description.)
INS 105
Associated Faculty
Eric Buffalohead (Sociology), John Gregg
(History)
Coordinator
Eric Buffalohead
American Indian Studies is a major h a t
gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
6 6 Interdisciplinary Studies
INS 499
INS 495
REL 370
HIS 326
INS 332
INS 320
ART 290
INS 264
INS 260
-
An independently designed research project to fulfill the capstone requirement.
Independent ResearchICapstone Project
This course will examine the experiences of the Dakota and Ojibwe in
Minnesota from the time of contact to the present situation of both tribes.
Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each
group.
Minnesota lndians
(See Department of Religion for course description.)
American lndian Spirituality and Philosophical Thought
(See Department of History for course description.)
American lndian History
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions ill be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
Native American Storytelling
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today.
American lndian Women
(See Department of Art for course description.)
Tribal Arts and Culture
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
American lndians in the Cinema
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American
Indian tribes today is highlighted.
Contemporary American lndians
Interdisciplinary Studies 16
-
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
River Politics Field Seminar
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
Building Working Relationships
(See Department of History for course description.)
Topics in African American History
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
The African American Experience in America
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
Introduction to Islam
(See Department of Religion for course description.)
Religion in African American History
Coordinator
The
of the 'lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
Norma Noonan
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skilk in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
INS 381I581 Qualitative Research Methods
INS 342
INS 325
HIS 241
INS 232
INS 225
REL 231
68 Interdisciplinary Studies
Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242) [S]
HIS 222 20th-Century U.S. [WH, CT]
INS 325 Building Working Relationships
(WECDay) [HI, Sl
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105) [Sl
SPC 321 Business and Professional
Speaking
SPC 355 Small Group Communication
(no prereq.)
SPC 410 The Self and the Organization
(WEC) [HI]
Required electives: (2)
Principles of Management (no
.
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor) [CT]
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) [S] This course will
be the only integrative course
in the minor.
BUS 242
Required courses: (4)
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC) ,
Michael Shock (SWK)
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The Metro-Urban
Studies major and minor also provide
undergraduate preparation for postgraduate studies in planning, architecture, law,
public administration, environmental studies, social welfare, government, community
organization, and theology.
Interdisciplinary studies 16
-
Internship
See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
Independent Study-Metropolitan
INS 399
INS 498
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, C e n ~ a l
-4merica. and the Twin Cities.
Also see In tcmaiioml Studies listings.
Independent Study/Research
See description on page 92. (Prereq.: POL 484 or SOC 363)
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
An independently-designed course developed by a student (or group of students),
URBAN STUDIES OPTIONS
THROUGH HECUA
INS 499
Directed Study
See description on page 92. (Prereq.: POL 122 or SOC 211)
INS 299
Resources
Internship
See description on page 91.
INS 199
Internships and Independent Study Courses:
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
school are encouraged to take ECO 113
Principles of Microeconomics.
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
170 Interdisciplinary Studies
-
OR SPRING
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
Internship
(2 course credits)
See description on page 91.
INS 359
INS 399
The Politics of Artistic Expression
Studv of the social and cultural historv of urban art. the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Internship
(2 course credits)
See description on page 91.
INS 331
INS 399
Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND
EECLA)
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 330
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
II. CITY ARTS-SPRING
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
INS 358
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
Interdisciplinary Studies 171
-
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common val-
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
Requirements
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
172 Interdisciplinary Studies
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Other Requirements
Minor
Four upper division courses.
Major
Eight courses, six of which must be upper
division.
Coordinator
Frankie Shackelford
ues, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
(See International Studies, Scandinavian Urban Studies Term)
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Art and Literature: Perspectives on Social Change
(See Department of Art)
Scandinavian Arts
(See International Studies, Scandinavian Urban Studies Term)
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Language and Culture
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian ISynng: alternate years)
The Modern Nordic Drama
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
The Modern Nordic Novel
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Contemporary Norden
lnternship
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
For degree and major requirements see page 275.
NAS 499
NAS 399
NAS 299
NAS 199
Internships and Independent Study Courses:
NAS 394
NAS 393
ART 382
NAS 377
NAS 372
NAS 352
NAS 351
NAS 230
Interdisciplinary Studies 17:
-
-
I
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Norma Noonan
Director
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
International Relations Major with
International Business Concentration
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 346,348,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Also, the equivalent of four terms of
college work in a modem language.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
I
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
Departmental Honors
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributiodgenera1 education, and graduation requirements
when approved by the appropriate program directors and faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Minor
an honors major by the end of their
junior year.
International Studies 17;
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
INTERNATIONAL PARTNERS
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
THE CENTER FOR GLOBAL
EDUCATION
contact the study abroad adviser.
Applications are due April 1 for the fall
term or academic year, and October 15 for
the spring term. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
76 International Studies
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, or a summer session.
Participation may be on an individual basis
or as part of a student group. For further
information, contact the International
Partners office.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SPA 356
SPA/INS/WST 399 Internship
REL/WST 366 The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and social/political transformation.
POL/WST 359 Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution.
INS/WST 31 1 Gender, Health, and Development
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are
also approved for credit in women's studies. Participation in the program will fulfill the IA
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one modem language skill credit. Application deadline is April 1.
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and leam first-hand from both women and men who are involved
in struggles for sustainable development and social change.
CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA
(MEXICO)-FALL
International Studies 17
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
SPA 356
HIS 350
REL 313
Environmental Theology and Ethics
POLIWST 341 Environmental Politics
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit, and
a Spanish course will fulfill one modem language skill credit.
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
SPA/REL/INSIWST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service
required.
78 International Studies
-
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Internship
INS 312
REL 346
HIS 346
POL 353
INS 399
Participation in the program will fulfill the LA general education perspective credit. REL
346 will fulfill one CF3 perspective credit.
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
REL/INS/WST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
SPAIINSIWST 399 lnternship
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service
required.
Learn about different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
international Studies
17
-
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
ECO 495
REL 366
RE1 346 will fulfill one CF3 perspective credit.
Participation in the program will fulfill the IA general education perspective credit and
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
HIS 350
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit. REL
366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem
language skill credit.
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
180 International Studies
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
Internship
REL 346
POL 353
HIS 440
INS 399
Norwegian Language
Scandinavia in the World
Scandinavian Art and Literature: Perspectives on Social Change
Urbanization and Sustainable Development in Scandinavia
Independent Study (Students may choose either INS 372 or 499)
INS 372
INS 377
INS 393
INS 394
INS 499
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cuniculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of social democracy.
Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the
option of Norwegian language study or an independent study project. April 1.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
INS 312
International Studies 1
Wealth, Poverty, and Community Development: Critical Social
Issues
Independent Study
INS 363
INS 499
Internship
Independent Study
INS 399
INS 499
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
(2 course credits)
Community Participation for Social Change
INS 366
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Eduadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
Development in the Latin American City
INS 362
INS 2611386 Spanish in the Field
The "Politics, Development, and the City" program explores historical and current
issues related to rural-urban migration, industrialization, government policies, and effects
on human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
working on urban issues. A "Spanish in the Field course facilitates language learning
directly related to content. April 1.
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL
82 International Studies
-
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
Independent Study Project (students chooses topic)
INS 385
INS 386
INS 499
Politics o f Conflict and Transformation
Internship
INS 317
INS 399
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MANAGEMENT
INFORMATIO
SYSTEMS
(2 course credits)
Northern Ireland: Building a Sustainable Democracy
INS 316
The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace
and the progress being made. Through a seven week internship, students get hands-on
experience with organizations working for social change. Field seminars focus on human
rights, conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine. Oct. 15
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING
Social Dynamics and the Environment
INS 384
International Studies 18
M
Students may choose coursework supporting study of mathematics as a liberal
art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in
preparation to teach. Augsburg's urban
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem-solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
athematics is the study of smcture and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale defending a
coherent program of study, typically relating mathematics to another discipline.
A minimum of three upper division MAT
courses are required. Note that MAT 331
does not apply toward the major but is a
recommended general education course for
majors.
Nine mathematics courses:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
MAT 3 14 Abstract Algebra
or a modeling course, either MAT 247 or
MAT 385
MAT elective numbered above 200
Mathematics Major
Suzanne Doree (Chair), Nicholas Coult,
Rebekah Dupont, Matthew Haines,
Kenneth Karninsky
Mathematics Faculty
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
For distinction: GPA of 3.5 in MAT
courses numbered above 200,3.5 overall
GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered
above 200, 3.0 overall GPA, a project or
independent study course, and approval of
the mathematics department. Specific
requirements are described in "Guidelines
for Graduation with Distinction and
Departmental Honors in Mathematics"
available from the department.
Three supporting courses:
CSC 160 Introduction to Computer
Science and Communication
or another CSC course with departmental
approval
The State of Minnesota has specific
licensing requirements for teachers, and
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
to teach mathematics in grades 5-12 are
the same as the major, with the MAT electives specified as MAT 252 Exploring
Geometry and MAT 314 Abstract Algebra
and the additional course of MAT 331
History of Mathematics required. At the
time of publication, the mathematics
requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or
MAT 114 Precalculus, MAT 145 Calculus I
or MAT 122 Calculus for the Behavioral
and Social Sciences, MAT 163 Introductory
Statistics or MAT 373 Probability and
Statistics I, MAT 252 Exploring Geomeq,
MAT 271 Discrete Mathematical
Structures, and MAT 331 History of
Mathematics.
Teaching Licensure Major
Also required:
MAT 491 Mathematics Colloquium during junior and senior years.
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
Math Placement Croup (MPC)
-
At least one MAT course numbered above
200 must be taken at Augsburg.
Three electives numbered above 200, at
least one of which is numbered above 300,
other than MAT 331. Alternatively students
may complete a minor by taking the six
courses: MAT 145, MAT 146, MAT 163,
MAT 252, MAT 271, and MAT 331.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Graduation with Distinction and
Departmental Honors in Mathematics
At least two MAT courses numbered above
250 must be taken at Augsburg.
Two additional supporting courses from
the following list or substitutes with
departmental approval: BUS 331, CSC 170,
CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, MAT 163 or MAT 173
(not both), PHY 121, PHY 122.
-
Mathematics 185
-
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. Students in MPG 3 or
higher may not register for credit. (Prereq.: MPG 2 and a year of high school
algebra. WEC-additional sessions are required)
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 105
MAT 114
MAT 122
MAT 131
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Prerequisites
student's MPG. Students are also permitted
to retake the Math Placement Exam during
their first term of enrollment at Augsburg
College.
MAT 103
which is administered by Academic
Advising. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from Academic Advising. Students in
MPG 1may take MAT 103 to advance to
MPG 2. Students in MPG 2 may take MAT
105 to advance to MPG 3. Students in
MPG 3 may take MAT 114 to advance to
MPG 4. No other MAT course changes a
186 Mathematics
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 163
MAT 171
MAT 173
MAT 245
MAT 246
MAT 247
MAT 252
MAT 145, 146 Calculus I & II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 132
-
MAT 385
MAT 374
MAT 373
MAT 355
MAT 331
MAT 327
MAT 324
MAT 314
MAT 271
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor)
Mathematics Practicum
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
Probability and Statistics II
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics I
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.)
Numerical Mathematics and Computation
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
History of Mathematics
(See PHY 327)
Special Functions of Mathematical Physics
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
Analysis
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
Abstract Algebra
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163,
MAT 252, MAT 331)
Discrete Mathematical Structures
188 Mathematics
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 92.
See listing under Interdisciplinary Studies.
METRO-URBAN
STUDIES
MAT 499
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 91.
MAT 1991399 Internship
Internship and Independent Study courses:
MAT 491
Study of an advanced topic such as complex analysis, mathematical biology,
operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional
upper division MAT course depending on the particular topic may also be
required)
MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics
Mathematics 1
-
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald
Steinmetz
Modern Languages Faculty
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
he Department of Modem Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
T
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Transfer Students
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Graduation with Distinction
The minor consists of four courses
above 21 1 (Norwegian only: 21 1 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Minor
The major consists of nine courses
above 21 1 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Major
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 295
FRE 31 1
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulaly building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovely of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112. WEC-additional sessions
required)
FRENCH (FRE)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
AMERICAN SIGN LANGUAGE (ASL)
Teaching Licensure
Study Abroad
Modern Languages 191
-
French Civilization: Historical Perspective
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
French Civilization Today
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
A study of the diversified development of the French from their beginnings to
Topics in Literature, Culture, or Linguistics
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Advanced Conversation and Composition
FRE 499
FRE 399
FRE 299
FRE 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
FRE 495
FRE 41 1
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 351, 353 Survey of French Literature I, II
FRE 350
FRE 332
FRE 331
192 Modern Languages
CER 351
CER 350
CER 332
CER 331
Conversation and Composition
CER 31 1
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
Survey of Literature: Cerman Literature from Chivalry to
Romanticism
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Survey of cultural currents that have shaped Germany. Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
German Civilization and Culture II
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
German Civilization and Culture I
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
Topics in Literature, Culture, or Linguistics
CER 295
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. (Fall: 111; spring: 112. WEC-additional sessions
required)
CER 111, 112 Beginning Cerman I, II
GERMAN (CER)
P
Modern Languages 19
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
Topics in Literature, Culture, or Linguistics
CER 41 1
CER 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92.
CER 299
CER 399
CER 499
NOR 21 1
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NORWEGIAN (NOR)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
JAPANESE(JPN)
lnternship
See description on page 91.
CER 199
Internships and Independent Study Courses:
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 354
-Modern Languages
194
Conversation and Composition
NOR 311
Introduction to Literature for Language Students
Topics in Literature, Culture, or Linguistics
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
31 1.Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
Advanced Conversation and Composition
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
Survey of Norwegian Literature
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 499
NOR 399
NOR 299
NOR 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
NOR 495
NOR 41 1
NOR 353
NOR 350
A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
Norwegian Civilization and Culture
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
Topics in Literature, Culture, or Linguistics
NOR 295
NOR 331
I
I
_
Modern Languages 195
OJIBWE(OJB)
Spanish and Latin American Culture Through Film
SPA 312
Conversation and Composition
SPA 31 1
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Spanish Expression
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Topics in Literature, Culture, or Linguistics
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
SPA 248
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 21 1; spring: 212)
SPA 211, 212 Intermediate Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.)
SPA 111, 112 Beginning Spanish I, II
Courses in addition to those below are offered through various programs listed under
International Studies.
W SPANISH (SPA)
An introduction to the language and culture of the Ojibwe (Chippewa)
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
(Alternate years: 111 fall of odd years; 112 spring of even years.)
OJB 111, 112 Beginning Ojibwe I, II
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
W
-Modern Languages
196
Latin American Civilization and Culture
Topics in Literature, Culture, or Linguistics
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
Advanced Conversation and Composition
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
Representative Hispanic Authors
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
Introduction to Literature for Language Students
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 499
SPA 399
SPA 299
SPA 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
SPA 495
SPA 41 1
SPA 354
SPA 350
SPA 332
-
Modern Languages 19
M
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Part-time Faculty
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp, Sonja Thompson
Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some
music courses, and additional Interim
courses or special performances is open to
students in any major area of study, with
permission from the instructor.
In Addition, we offer a Music minor and a
Music Therapy equivalency certificate.
Bachelor of Arts (Music Major)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
major)
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and four majors as follows:
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Plus fulfillment of recital requirements as
given under each specific degree and major
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills I1
Materials of Music 111
Materials of Music IV
Aural Skills 111
Aural Skills IV
History and Literature of Music
I
MUS 232 History and Literature of Music
I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
MUS 101
MUS 102
MUS 111
MUS 112
MUS 201
MUS 202
MUS 21 1
MUS 212
MUS 231
Core Curriculum for all Music Degree
ProgramsIMajors
Fine Arts Coordinator
Cathy Anderson
Rick Penning, Nicholas Raths, Angela
Wyatt
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. In addition to applying to the
music department, bachelor of music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Music Education M a j o r
H BACHELOR OF MUSIC
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury
For acceptance to any music major degree
program, students must:
submit an application for admission
prior to spring juries of the sophomore
year or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and any transferred credits
with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency
requirement
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,
254
Instrumental e m p h a s i ~ n course
e
credit
of music elective
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Requirements
Core cuniculum plus:
MUS 341 Basic Conducting (.5)
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
INS 105 or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.25)
MUS 357 Music Methods: Woodwinds
(25)
MUS 355 Music Methods: Strings (.25)
Music 19!
-
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrurnentlvoice
Improvisation competency on major
instrurnentlvoice (may be fulfilled by MUS
129)
Pass piano proficiency test
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional perfonning ability who are selected on
the basis of an audition/interview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Music Performance Major
BACHELOR OF MUSIC
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrumentlvoice
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrumentlvoice
Pass three music repertoire tests
Pass piano proficiency test
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Or, for piano or guitar emphasis:
Instrumental emphasis-one and one half
course credits of music electives, one methods course for major inshument
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Pass three music repertoire tests
Piano or organ emphasis-MUS 436,456,
one course credit of music elective
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, EDS 359, one course credit of music
elective
Requirements: 14.5 course credits
Core curriculum plus:
MUS 358
Full junior recital
MUS 459
Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Two full course credits of performance
studies in the major instrumentlvoice
(fourth year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
!00 Music
Requirements: 23 course credits
Core cumculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDC 4 10 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Music Therapy Major
BACHELOR OF SCIENCE
Eight quarter course credits in a major
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits of
performance studies in the major
instrumendvoice
Core curriculum plus one full credit music
elective plus MUS 458 (Senior Recital) and
two additional music credits
Requirements
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Music Major
W BACHELOR OF ARTS
Achieve a minimum grade of 2.5 in all
music therapy courses
Pass three music repertoire tests
Pass piano, guitar, and vocal proficiency
tests
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice and residency at
Augsburg
Eight quarter course credits of
performance studies in the major
instrumendvoice
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Strongly recommended:
MUS 359 Music Methods: Vocal
Music 201
--
-
Requirements: 8 credits
MUSBUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the Music Business Minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music indusq. The minor is a collaborative program between the Music and
Business Departments.
Music Business Minor
Candidates must submit an application for
admission prior to spring juries of the
sophomore year.
Pass one music repertoire test
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
One additional music course.
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
Requirements: 6 course credits
Materials of Music I, I1
MUS 101, 102
MUS111,112
AuralSkills1,II
MUS 341
Basic Conducting
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
Music Therapy Equivalency/
Certification Program
All of the above courses plus two additional Music course credits beyond MUS 105
and MUS 295 (maximum of 1 credit in
MUE andlor MUP courses).
One of the following:
MUSBUS 295 Topics: Arts Management
and Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
Music Minor
Pass three music repertoire tests
Pass piano proficiency test
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSBUS 399 Internship Approved for the
Music Business Minor
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
202 Music
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Ensembles (MUE)
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical
standards.
A proposal for an honors project
Students may qualify for departmental
honors by submitting a petition to the
music faculty before the end of the first
semester of the senior year. The petition
for honors should include:
Departmental Honors
submit the studio insmctor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-l/2 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
1/2 course credit-1 hour lesson,
8 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Performance Studies (Private Lessons)
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
Masterworks Chorale, Men's Chorus, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Music 20
-
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrument/voice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Student Recitals
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
!04 Music
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Music Repertoire Tests
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Piano Proficiency
EXAMINATIONS
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
MUS 31 1
MUS 212
MUS 21 1
MUS 202
MUS 201
MUS 112
MUS 111
MUS 102
MUS 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
Composition 1
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
Aural Skills IV
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
Aural Skills 111
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
Form and Analysis
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
Materials of Music 111
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Aural Skills 11
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the
first week of class)
Aural Skills I
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or
higher)
Materials of Music 11
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to
be given in the first week of class)
Materials of Music I
THEORY AND MUSICIANSHIP
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
Music 20
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
The Music Business: Marketing, Promotion, Publishing, Recording
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201)
History and Literature of Music II
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
History and Literature of Music I
Relationship between music of each period and the other fine arts. For nonmusic majors.
Introduction to Music and the Fine Arts
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
MUSITHR 235 Skills of Music Theatre
MUS 232
MUS 231
MUS 130
MUS 105
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Choral Conducting
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
HISTORY AND LITERATURE
MUS 344
MUS 342
Basic Conducting
MUS 341
(.5 course)
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporaly techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 312
!06 Music
Worlds of Music
MUS 320
Music o f the Romantic Period
(Prereq.: MUS 231, 232)
Music o f the 20th Century
(Prereq.: MUS 231, 232)
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 333
MUS 334
MUS 432
MUS 435
(.5 course)
(.5 course)
(.5 course)
Music of t h e Classical Period
(Prereq.: MUS 231, 232)
MUS 332
(.5 course)
Music of the Baroque Era
(Prereq.: MUS 231, 232)
MUS 331
Thefollowing four half courses are extensive studies of special eras in the history of music:
A survey of non-Western musical cultures.
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 241
Music 20
Independent Study
(-5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 498
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent StudyIResearch
See description on page 92. Open only to advanced students upon approval of
the faculty.
MUS 299
MUS 399
MUS 499
Class Voice
(.25 course)
Fundamentals of tone production and singing.
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 152
MUS 155
MUS 158
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to
Instrumentalists and vocalists.
MUS 129
TECHNIQUE
lnternship
See description on page 91.
MUS 199
INTERNSHIPS AND INDEPENDENT STUDY COURSES
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 436
108 Music
Junior Recital
MUS 358
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
Senior Recital
MUS 459
Human Identity through the Creative Arts
MUS 272
MUS 373
MUS 372
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Psychological Foundations of Music II
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Psychological Foundations of Music I
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 274, 275 Music Therapy Practicums
A study of the aesthetic expression and experience as they relate to human
identity with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 271
MUSIC THERAPY
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
(.O course)
Senior Recital
MUS 458
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
(.O course)
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 456
Music 20
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
Human Identity through the Creative Arts
MUS 479
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
Music Therapy Clinical Internship
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
(.25 course each)
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music Therapy Senior Seminar
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474,475 Music Therapy Pradicums
MUS 473
MUS 472
MUS 374, 375 Music Therapy Practicums
110 Music
Augsburg Choir ( 2 5 course)
Riverside Singers o f Augsburg (.25 course)
Vocal Chamber (.O course)
Masterworks Chorale (.25 course)
Orchestra (.25 course)
String Ensemble (.O course)
Woodwind Chamber Music (.O course)
Concert Band (.25 course)
Brass Ensemble (.O course)
Jazz Ensemble (.25 course)
Percussion Ensemble (.O course)
Piano Ensemble (-0 course)
MUE 112
MUE 113
MUE 114
MUE 121
MUE 122
MUE 131
MUE 141
MUE 142
MUE 143
MUE 144
MUE 145
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
ENSEMBLES (MUE)
Music 21
-
Baritone
Tuba
Percussion
Organ
Harp
Improvisation
MUP 142-442
MUP 143-443
M UP 144-444
MUP 152-452
MUP 159a
MUP 161-461
MUP 171-471
MUP 181-481
MUP 191-491
MUP 192-492
MUP 122-422 Viola
MUP 123-423 Cello
MUP 124424 Bass
MUP 131-431 Oboe
MUP 132-432 Bassoon
MUP 133-433 Clarinet
MUP 134434 Saxophone
MUP 135-435 Flute
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
A semester of study is 14 weeks of
lessons and coaching.
Note carefully the following provisions:
Trombone
MUP 141-441
MUP 121-421 Violin
Credit is granted only for study with
members of the Augsburg
Department of Music.
the lesson, the student will forfeit the
right to a make-up lesson.
Guitar
Piano accompanying
Piano
Trumpet
MUP 137-437
Horn
are individualized to meet the experience,
ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student
Handbook for music degree and variable
credit performance studies requirements.)
MUP 111-411 Voice
H LESSONS
Performance Studies courses are available to music majors and non-majors and
Performance Studies at Augsburg
College provide a unique opportunity for
students to study on an individual basis
with artistlteachers who are active performers in this region and beyond.
PERFORMANCE STUDIES (MUP)
!12 Music
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Teaching Licensure Major
Coordinators
Karen Ballen (Biology), Sandra Olrnsted
(Chemist~y),Jeff Johnson (Physics)
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
he natural science licensure program
- for teachers is designed to provide smong
preparation for science teaching and to satisfy Minnesota licensure requirements.
T
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistq I, I1
One math course: MAT 114, 122, 145, or
163
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisma1Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, 11
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
-
121,
See listing under Modem Languages.
NORWEGIAN
See listing under Interdisciplinary Studies.
One year of general physics-PHY
122
Two courses from:
CHM 364,367,464,470,481,482
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Physical Science Broad Base
Requirement
BIO 113, 114,215
PHY 101,106
Geology
One year of general chemistry-CHM
105,106 or CHM 115,116
Two additional physics courses above 122;
PHY 261 recommended
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
'14 Natural Science Teaching Licensures
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss,
Linda Holt, Beverly Nilsson (Emerita)
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
T
Courses in the nursing major are
offered on weekends with practicum courses requiring additional weekday time.
More time may be required to complete the
total course of study depending on the
number of credits transferred from other
colleges or universities. Students in nursing may take non-nursing courses in both
day school and Weekend College. Students
interested in pursuing the nursing major
should consult with the program coordinator from the Department of Nursing for
program planning.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 405 Leadership and Management:
Theory and Practice
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing 11:
Practicum
PHI 380 Ethics of Medicine and Health
Care
-
NUR 305
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Options for Completing the Degree
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
Augsburg or at another accredited college
or university.
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, sociology, and psychology. These courses may be taken at
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
Departmental Honors
!16 Nursing
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
Community Health Nursing II: Practicum*
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teaching~learningtheory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 350
NUR 403
NUR 405
NUR 410
NUR 41 1
Independent StudyIResearch
See description on page 92.
* This course involves an additional clinicalfee.
Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
NUR 499
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 330
NUR 432
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 306
Nursing 21
P
Philosophy Major
Eight courses including:
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
Philosophy Faculty
David Apolloni (Chair), Markus Fuehrer,
Bruce Reichenbach
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Departmental Honors
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 118.
Major in Computational Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
PHI 242
PHI 241
PHI 175
PHI 125
PHI 120
PHI 110
Introduction to Philosophy
studen& will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
History of Philosophy II: Medieval and Renaissance Philosophy
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
History of Philosophy I: Ancient Creek Philosophy
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
Philosophy of Love and Sex
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
A philosophical study of the role of human understanding, emotions, and
Ethics and Human Identity
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
Ethics
This course introduces students to typical philosophical questions (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
Philosophy 21
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 365
PHI 355
PHI 350
PHI 344
PHI 343
PHI 300
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
Philosophy of Science
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
Asian Philosophy
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible?
Philosophy of Religion
A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy.
History of Philosophy IV: Twentieth-Century Philosophy
The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis
of rationalism and empiricism, and 19' century Idealism and the reaction to it
(Marx, Kierkegaard, Nietzsche).
History of Philosophy Ill: Early Modern and l%h-Century
Philosophy
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
Business Law and Ethics
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 2851385 Introduction to Formal Logic and Computation Theory
PHI 260
220 Philosophy
Existentialism
The course lays out some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Ethics of Medicine and Health Care
Studies in the writings--both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
Topics in Philosophy
Advanced studies. covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internship
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 9 1.
See listing under Health and Physical Education.
PHYSICALEDUCATION
PHI 499
PHI 399
PHI 299
PHI 199
Internships and Independent Study Courses:
PHI 410
(See description for PHI 285/385)
PHI 3851285 Introduction to Formal Logic and Computation Theory
PHI 380
PHI 370
Philosophy 22
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
p
hysicists
. . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
BACHELOR OF ARTS
Jennifer Posch
Physics Research Staff
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Faculty
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
BACHELOR OF SCIENCE
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Graduation with Distinction
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major with Concentration in
Solid State Physics
BACHELOR OF SCIENCE
Physics 22
Introductory Astronomy
PHY 101
PHY 103
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 111
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
the course traces the development of scientific thought from early civilization
to the present day Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
A descriptive course covering our solar system, stars, and galaxies. In addition
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
SCI 110
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Sigma Pi Sigma
Society of Physics Students
Teaching Licensure Major
- Physics
224
PHY 261
PHY 245
PHY 122
PHY 121
PHY 116
PHY 114
PHY 106
lntroductory Meteorology
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Electronics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
Modern Physics
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
General Physics II
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
General Physics I
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3 . Fall)
Introduction to Physics
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratoflecture periods. Prereq.: elementary education major and
MPG 3 . Fall, spring)
A practical and hands-on approach to earth and space science for students
Earth Science for Elementary Education Teachers
A survey of the basic principles of the Earth's weather and climate. Topics
include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2.
Fall, spring)
Physics 22
Introduction to Space Science
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
A survey of Earth's space environment including solar, planetary, magnetos-
PHY 363
PHY 362
Mechanics II
PHY 352
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
Electromagnetic Fields I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel
and Force Microscopy and various magnetomew methods. (Three one-hour
lectures. PHY 245 and PHY 351. Spring)
A study of the physics of thin (magnetic) films, covering the entire range from
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
PHY 351
PHY 330
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHYIMAT 327 Special Functions of Mathematical Physics
PHY 320
!26 Physics
Plasma Physics
PHY 420
Introduction to Solid State Physics
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Spring)
Quantum Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 499
PHY 399
PHY 299
PHY 199
See description on page 92. Open to juniors and seniors with departmental
approval.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
PHY 486
PHY 430
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 396
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 395
Physics 22
F
Providing work in several subfields of
political sciene, the major suppIies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
irmly
in the liberal arts tra. grounded
dition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
Departmental Honors
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Milda Hedblom (Chair), Andrew Aoki,
Mary Ellen Lundsten, William Morris,
Nonna Noonan, Joseph Underhill-Cady
Political Science Faculty
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 3 12 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Teaching Major in Political Science
and Economics
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Minor
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
See the class schedule for precise listing
of terms in which courses are offered.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Political Science Areas
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science 22!
-
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin
Cities metro area.
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed.
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 121
POL 122
POL 124
POL 241
POL 323
POL 325
POL 326
POL 342
I. AMERICAN GOVERNMENT AND POLITICS
!30 Political Science
Media Law
(See Section IV for description.)
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
POL 375
POL 421
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries valy. (Prereq.: one course in political science or consent of
instructor)
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
POL 350
POL 351
POL 359
POL 459
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 160
POL 363
Ill. INTERNATIONAL POLITICS
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 158
II. COMPARATIVE POLITICS AND ANALYSIS
Constitutional Law
(See Section IV for description.)
POL 370
Political Science 23
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An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. .(Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
Political Analysis Seminar
Origins and evolution of Manrist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Manrist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Marxist Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
Topics in Democratic Theory
Lower Division Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Seminar
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
Seminar in Political Statistics and Methodology
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 499
POL 399
POL 299
POL 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91. P/N grading unless internship supervisor grants
exception.
lnternship
Internships and Independent Study Courses:
POL 495
POL 483
POL 295
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 484
POL 382
POL 381
Political Science 23
-
~
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay
Psychology Faculty
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
P
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
*For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Majors are strongly encouraged to take
more than the rninimuml0.5 required psychology courses; no more than 13 course
credits can count for graduation.
Electives (3 courses in psychology)
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 363 Sports Psychology
PSY 368 Behavioral Healthcare
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Professional Perspectives (2 courses)
PSY 399 Internship
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
The major is 10.5* courses
Major
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 105
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
Minor
PSY 102
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strength-
Concentration in Social Psychology
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Successful completion of departmental
honors in psychology automatically qualifies the student for graduation with distinction from the college.
Departmental Honors/Craduation
with Distinction
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
en a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
Psychology 23'
-
PSY 355
PSY 354
PSY 353
PSY 352
PSY 351
Psy 335
PSY 325
PSY 315
PSY 215
PSY 201
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215)
Biopsychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215)
Cognitive Psychology
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
Aging and Adulthood
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
Adolescent and Young Adult Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
Child Development
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: Psy 102 or 105)
Psychology and Law
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215)
Social Behavior
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
Research Methods: Design, Procedure, and Analysis I1
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3)
Research Methods: Design, Procedure, and Analysis I
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
Health Psychology
236 Psychology
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
Behavior Analysis
Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects.
(Prereq.: PSY 102 or PSY 105)
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215)
Psychology Laboratory (.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 102 or 105)
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or
105)
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 102 or 105)
Behavioral Health Care
Application of psychological theory, research, and clinical principles to health
care practice. Emphasis on developmental health issues and a biopsychosocial
health model. (Prereq.: PSY 102 or 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 356
PSY 357
PSY 359
Psy 360
PSY 361
PSY 362
PSY 363
PSY 368
PSY 371
PSY 373
Psychology 23
Historical Perspectives
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 215 and junior standing)
Seminar: Contemporary Issues
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or comparable course approved by instructor)
Advanced Research Seminar
Specific topic will be published prior to registration. (Prereq.: PSY 215 and
consent of instructor)
Current Topics in Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY
courses plus PSY 102 or 105)
Counseling Psychology
Focus on the people in psychology's history their questions and positions,
from the early Greek period to the present. Emphasis on the 20thlcentury,
inclusions of women and minorities, and contextual histoly. (Prereq.: PSY
102 or 105)
PSY 499
PSY 399
PSY 299
PSY 199
See description on page 92. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 91. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
lnternship
See description on page 92. (Prereq.: PSY 102 or 105)
Directed study
See description on page 91. (Prereq.: PSY 102 or 105 and one other
psychology course).
Internship
Internships and Independent Study Courses.
PSY 493
PSY 491
PSY 490
PSY 385
PSY 381
,313 Psychology
~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
I
Prerequisites
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
Majors
Beverly Stratton (Chair),Janelle Bussert,
Nancy Going, Lori Brandt Hale, Bradley
Holt, Rolf Jacobson, Lynne Lorenzen,
Philip Quanbeck 11, Mark Tranvik
Religion Faculty
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from?What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
R
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Departmental Honors
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Graduation with Distinction
All majors must have an adviser in the
department.
Advising
All h-ansfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective or REL 111 credit for the major.
Transfer Courses
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Graduation Requirements
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
Note: Not all courses that meet
Christian Faith Perspectives are REL
courses and do not count toward the religion major or minor.
Five religion courses including REL 111 or
331. At least two upper division courses
must be taken at Augsburg College.
Students are required to have at least a 2.0
GPA in courses counted toward the minor.
Religion Minor
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
or Option B:
REL 221 Biblical Studies
and three additional religion courses, two
of which must be upper division.
Option A:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
and two additional religion courses, one of
which must be upper division.
and
Eight courses including:
REL 111 Introduction to Theology
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Religion Seminar
Religion Major
BACHELOR OF ARTS
REL 309
REL 308
REL 306
REL 302
REL 301
REL 231
REL 221
REL 111
Religions themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
Religion at the Movies
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Psalms, Songs, and Religious Poetry
A study of Christian belief and paitice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
NonWestern Christianity
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities. Prerequisite REL 111.
Interpreting the New Testament
An investigation of the Torah, Prophets and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. Prerequisite REL 111
and entry level critical thinking.
Interpreting the Old Testament
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
Religion in African-American History
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
Biblical Studies
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine. Open
only to freshmen and sophomores. Not accepted for credit for students who
have taken REL 331.
Introduction to Theology
REL 111, 221, or 331 is a prerequisite for a17 other religion courses.
Religion 2
-
REL 363
REL 362
REL 357
REL 356
REL 353
REL 346
REL 343
REL 331
REL 320
REL 313
:42 Religion
Environmental Theology and Ethics
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
Religion in America
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
Theology of the Reformers
ures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
Giants of Christian Faith
Christian history is examined through the lives and theology of notable fig-
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
World Religions
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
Denominations and Religious Croups in America
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
Religion and Social Change in Southern Africa
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
Theology of Marriage and Family
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
Foundations in Bible and Theology
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
Buddhism and Christianity in Thailand
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 471
REL 441
REL 425
REL 390
REL 386
REL 383
REL 374
REL 370
REL 366
The Church and Social Change in Latin America
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
Jesusand His Interpreters
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
Feminism and Christianity
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
Christian Spiritual Practices
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
Theology of Death and Dying
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
Speaking of Genesis
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Process Theology
larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
A study of the implications for Christian theology of modem science, particu-
Science and Religion
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and
REL 111, 221,' or 331)
American Indian Spirituality and Philosophical Thought
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs.
Religion 24
Paul the Apostle
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: ENG 111. Fall)
Seminar
Selected topics in religion.
Topics in Religion
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
Religion in Psychological Perspective
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Christian Ethics
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church. (Prereq.: ENG 111and REL 111,
221, or 331)
Contemporary Theology
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community
Judaism
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: Pass or waiver of critical thinking entry level skills test)
Internship
See description on page 92.
Independent StudyIResearch
See description on pages 91 and 246.
Internship
See description on page 92.
Directed Study
See description on page 91. Limited to special cases
Philosophy of Religion
Religion and Society
PHI 350
SOC 360
See department listing for a description of thefollowing approved elective:
REL 499
REL 399
REL 299
REL 199
Internships and Independent Study Courses:
REL 495
REL 490
REL 486
REL 483
REL 481
REL 475
REL 472
44 Religion
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
Theology core:
REL 111 Introduction to Theology
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Eleven courses including
Youth and Family Ministry Major
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. Students may satisfy the City
perspective by taking GST 209 in conjunction with either of these experiential education components.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College.
Youth and Family Ministry Major
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the Religion department
youth and family ministry coordinator.
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
The minor consists of the following six
courses
REL 111 Introduction to Theology
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
Youth and Family Ministry Minor
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
-
YFM 399
YFM 358
YFM 316
YFM 235
YFM 232
YFM 207
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
Internship
faith through Christian education and cuniculum, youth and family ministry,
and parish life.
A study of the role of congregations and families in shaping and nurturing
Life and Work of the Church
situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
A study of Norwegian culture and church life and the contemporary religious
Church and Culture in Context
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
Basics in Youth and Family Ministry
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
Peer Ministry: Principles and Leadership
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
Contextual Education (.O course)
:46 Youth and Family Ministry
T
Adviser
Magda Paleczny-Zapp
Courses are offered at Augsburg
College, Harnline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
Faculty Advising
ECO 317 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastern Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
& Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
See Nordic Area Studies under Interdisciplinary Studies.
SCANDINAVIAN STUDIES
(Lettersfollowing course numbers designate location: H=Hamline; MzMacalester;
C=St. Catherine; T=St. Thomas)
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistlPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
4 8 Russian, Central, and East European Studies
7
s
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Coordinator
Don Gustafson
tudents -preparing
- to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
T
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work (B.S.W.) program is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department is to
develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of
people in a diverse and global society.
Anthony Bibus (Chair), Vern Bloom, Laura
Boisen (MSW Field Coordinator), Lois
Bosch (MSW Program Director), Francine
Chakolis, Sumin Hsieh, Barbara Lehmann,
Rosemary Link, Sharon Patten, Curt
Paulsen, Karen Robards, Nancy Rodenborg
(BSW Program Director), Glenda
Dewbeny Rooney, Michael Schock (BSW
Field Coordinator), Maryann Syers (Field
Education Coordinator)
Social Work Faculty
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
Social Welfare Minor (for other
majors)
Consult the social work department
student manual for graduation with distinction requirements.
Graduation with Distinction
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Candidacy
Social Work 251
-
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
Social Ministries Minor in Religion
Required course+hoose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 230
SWK 257
SWK 260
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
Social Ministries
252 Social Work
History and the Analysis of Social Policy
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
Social Work Practice Ill: With Communities and Policies
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
Social Work Practice I: With Individuals
Field Work II: lntegrative Seminar
SWK 317
SWK 402
Social Work Practice 11: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 316
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
Progressively-responsible, s u p e ~ s e dprofessional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
Field Work I: lntegrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (concurrent &th
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
SWK 306
H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 406
SWK 301
Social Work 25
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
The Social Worker as Professional
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
Field Work IV: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
Field Work Ill: lntegrative Seminar
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
SWK 499
SWK 399
SWK 299
SWK 295
SWK 199
See description on page 92.
lndependent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
Special themes in social work specified in subtitle.
Topics:
See description on page 91.
lnternship
Internships and lndependent Study Courses:
SWK 419
SWK 41 7
SWK 407
SWK 403
!54 Social Work
s
Diane Pike (Chair), Eric Buffalohead,
Lars Christiansen, Gany Hesser,
Michael O'Neal, Tim Pippert, James
Vela-McConnell
Sociology Faculty
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration are:
SOC 211, SOC 231, SOC 265, SOC 277
and an upper division Internship approved
by the department. See Diane Pike for
advising and visit the department Web site
for details.
Concentration in Crime and
Community
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Community Studies
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 495 Senior Seminar
and three additional sociology courses.
-
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their personal career and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Professor Lars
Christiansen for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Cultural
Anthropology
256 Sociology
To complete departmental honors in
sociology and graduate with distinction
from the college, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, students must: (1)
successfully complete an internship, independent study, or cooperative education
experience; (2) submit a portfolio including an honors essay and completed papers
and projects. See department chair and
website for specific requirements. An appli-
Departmental Honors/Craduation
with Distinction
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Concentration in Social Psychology
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social
patterns. (Fall, spring)
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
Race, Class and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 21 1
soc 222
SOC 231
SOC 241
SOC 265
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
Minor
SOC 121
cation for departmental honors/graduation
with distinction must be completed by
spring of the junior year. Successful completion of
honors in socioloqualifies
the student for
gy
graduation with distinction from the college.
Sociology 25
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC290
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
Religion and Society
An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
Research Methods
Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 349
SOC 360
SOC 362
SOC 363
SOC 375
SOC 381
SOC 300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 277
258 Sociology
-
Topics: Senior Seminar
This capstone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Seniors only. (Spring)
SOC 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent Study-Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
lndependent StudyIResearch
See description on page 92. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SOC 299
SOC 399
SOC 498
SOC 499
See listing under Modem Languages.
SPANISH
lnternship
See description on page 91.
SOC 199
Internships and Independent Study Courses:
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 485
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: Soc 121 or consent of instructor)
Sociology 259
O
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
ur quality
.
. of life, both personally
and professionally, depends in large part
upon the quality
of our communication. A
.
.
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Five additional electives from the following:
SPC 329, SPC 345, SPC 399, SPC 495, SPC
499; THR 350, THR 360; BUS 301. BUS
302; PHI 120, PHI 241, PHI 260; POL 380,
POL 326, POL 342, POL 370, POL 375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Professional Communication Studies
Emphasis
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226,227
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Communication Major
BACHELOR OF ARTS
Five electives from: BUS 242, 340, 440;
INS 325; MIS 175,379; PSY 373; SOC 349;
SPC 329,345,399,410
Supervisory Management Emphasis
Five electives from: INS 325; PSY 373,485;
SOC 231,265,349,375; SPC 329,345,
399,410,480
Human Relations Emphasis
Five electives from: BUS 252, 352, 355,
357,450; SPC 329,399,410,480; POL
342
Marketing Communications Emphasis
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,410,480; POL
342
Students interested in this emphasis are
strongly urged to take ENG 227
Journahsm as part of the major.
Public Relations and Advertising
Emphasis
Mass Communication and journalism
Emphasis
Five electives from the following: SPC 343,
347,348,399,495,499; ART 132,225,
330; ENG 226,227,241,327,347; POL
342,375; THR 232,325,350,360;
SPClTHR 333
Five additional electives from the following: SPC 329,345,399,410,480,495,
499; ART 132,225,330; SPC 345; BUS
340,355 or 450; CSC 160; INS 325; PSY
325,371,373; SOC 265,349,375
Organizational Communication
Emphasis
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Departmental Honors
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or depament chair.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly
For All Seven Emphases
Option #2: A 20 page research paper with
complete documentation (using M U
Handbook as a style sheet)
Option #1: A 30-40 page research paper
with complete documentation (using M U
Handbook as a style sheet)
The project must result in one of the following options:
Criteria for project: the graduation with
distinction project must:
be centered on a topic in the SCT majors
be original and distinguished "by depth
of insight, by thoroughness of research,
by creativity;"
build on previous coursework in the
major as well as demonstrate proficiency
in General Education graduation skills of
writing, critical thinking, and speaking;
have an outcome made public through
public forum, symposium or performance;
result in the product or copy of the product retained by the college and archived
in the library
Eligibility: Students graduating with distinction in SCT must:
be a senior
maintain a 3.5 GPA in the major;
maintain a 3.5 GPA overall;
complete an individual project that is
departmentally approved according to
departmental criteria for graduation with
distinction;
have appropriate coursework for this
project;
register for 499 either in the fall or
spring of their senior year.
Please consult with your department
adviser regarding guidelines and procedures.
Graduation with Distinction
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group Communication
ENG 223,225,226 or 227
Communication Minor
Note: The department will make
attempts to provide some budget and
resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such
arrangements must be made early and are
purely up to discretion of the department,
depending on resources available at the
time. Availability of equipment, supplies,
budget and other resources cannot be guaranteed.
AND:
the carrying out of a substantial directing
project with a director's notebook, or
the execution of a substantial stage or
lighting design project including design
renderings and models, or
the execution of a substantial acting
recital including role analyses; notebook,
or
the execution of a substantial video or
film project including video scripts, story
boards of video/film project
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
Forensics Practicum
SPC 112
SPC 188
SPC/THR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
Communication Arts/Literature
Teacher Licensure Major
SPC 111
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Plus one of the following:
SPCJTHR 295 Topics: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCJTHR 216 Introduction to 16mm Film
SPCJTHR 333 Acting for Camera
SPC 343 Broadcast Production I
SPCJTHR 420 Issues in Contemporary
Cinema
Film minor
Business and Professional Speaking
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
Intercultural Communication
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 352
SPC 351
SPC 348
SPC 347
SPC 345
SPC 343
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
Persuasion
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
Argumentation
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
Broadcast Production II
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
Documentary Video
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall alternate years)
Organizational Communication
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
Broadcast Production I
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
SPCITHR 333 Acting for Camera
SPC 329
SPC 321
Interpersonal Communication
The Self and the Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
,A
leadership styles and conflict management. (Spring)
A study of g o u p dynamics and leadership with emphasis on decision making,
Small Croup Communication
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
A study of the dynamics of human interaction through verbal and non-verbal
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
SPC 495
lnternship
See description on page 91.
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
SPC 199
SPC 299
SPC 399
SPC 499
Internships and Independent Study Courses.
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 480
SPC/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways; and to
provide a sophisticated critical apparatus to help them read film as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JR/SR standing)
SPC 410
SPC 355
SPC 354
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
T
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
he study of theatre is firmly
grounded
. in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speecWcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Ten theatre practicum units distributed as
follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8
Practicum Units in the production area
from THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 Practicum Units in
the artistic area from THP 117, THP 119 or
THP 120.
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theahical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Theatre Arts Major
BACHELOR OF ARTS
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speecWcommunication, art,
English, education, music, or religion.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPAin the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candi-
Departmental Honors
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Note: Some courses are offered alternate years only.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245, 361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Students may take a maximum of 13
credits in the major.
The following cross listed and capstone
courses are encouraged, but not required:
THRIMUS 235 Skills of Music Theatre
THRENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Please note that all Theatre Practicum
courses count as one theatre practicum
unit except for THP 116, Stage
Management (3 practicum units) and THP
115 Assistant Stage Managements (2
practicum units), because of the exceptional time requirement of these two practicum
areas.
Theatre Arts
Plus one of the following:
SPCITHR Topics 295: Screenwriting
THRENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCrrHR 216 Introduction to 16mm Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
SPCrrHR 420 Issues in Contemporary
Cinema
Film Minor
Five theatre practicum units including
THP 111plus 4 theatre practicum units
from THP 112, 113, 114, 115, or 116. See
note above about THP 1151116.
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Theatre Arts Minor
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Please refer to departmental guidelines
and procedures under Speech/Communication.
Graduation with Distinction
dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
11 required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in Day School only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
Dance and Theatre Teacher Licensure
Major
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Theatre History and Criticism
Dramaturgy Minor
One recommended, but not required, theatre course:
THR'h4US 235 Skills of Music Theatre
'THR 222 is linked to an AUG SEM course,
but may be taken separately
'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
For secondary education licensure coursework, see the secondary education section
of thls catalog and consult with the education department.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
THR232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THR/ENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Theatre Arts 26
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content.
lntroduction to Theatre
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
Acting
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
lntroduction to Stagecraft
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
THRIMUS 235 Skills of Music Theatre
THR 232
THR 222
This course demonstrates the basics of 16 rnm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THRISPC 216 lntroduction to 16 mm Film
THR 116
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004,
or 005 to fulfill the lifetime sports requirement.)
THRIHPE 005 Lifetime Sports-Modern
(.O course)
to Dance (.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 002 Lifetime Sports-Introduction
!70 Theatre Arts
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
Theatrical Design
Voice for Speech, Stage, and Screen
Theatre History and Criticism II
THR 362
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small
and large groups. (Prereq.: ENG 111. Spring)
Interpretive Reading
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 361
THR 360
THR 350
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THRISPC 333 Acting for Camera
THR 328
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Alternate years)
THRIENC 325 Playwriting
THR 245
Theatre Arts 27
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring,
alternate years)
THR 366
Theatre Topics
Selected topics in theatre.
Directed Study
See description on page 92.
lnternship
See description on page 91.
THR 299
THR 399
THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre
Arts Majorminor and the Dance-Theatre
Licensure Major. All THP Theatre
Practicum Courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered, 2. pos-
THP courses require:
' Supervision by theatre faculty
' C ~ n ~ eof
n tinstructor
itive and professional attitude and work
ethic demonstrated by the student and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
Independent StudyIResearch
See description on page 92.
lnternship
See description on page 91.
THR 199
Internships and Independent Study Courses:
THR 495
THRISPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. Prereq: ENG 241
and JWSR standing
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or spring)
THR 365
!72 Theatre Arts
Theatre Practicum: Acting/Performance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for DancdLicensure
majors only); or substantial participation as an actor in a Senior Directing
Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition).
Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (20 hour minimum) in house management, ushering,
or box office.
Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
Theatre Practicum: Running Crew
1 Practicum unit (.O course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
Theatre Practicum: Assistant Stage Management
2 Practicum units (.O course)
Assistant stage management for main stage production.
Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 112
THP 113
THP 114
THP 115
THP 116
tively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 111
Please note:
THP courses may be repeated.
Crew work required for classes/coursework does not count towards Practicum.
Work-study hours do not count towards
Practicum.
Completion of THP 115 and 116 count
as two and three practicum units respec-
A minimum of 20 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Theatre Arts 27
-
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
See Metro-Urban Studies listing under Interdisciplinary Studies.
URBAN
STUDIES
THP 120
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
THP 119
of scenery or lights in collaboration with another student's Senior Directing
Project if the student carries the design project out as a THR 499TTHP 119
combination.
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
Theatre Practicum: Artistic Assistance
1 Practicum unit (-0 course)
THP 118
THP 117
274 Theatre Arts
Cass Dalglish (Coordinator),Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline devries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehrnann, Lynne Lorenzen, Anita
Luttennan-Aguilar, Kathleen McBride,
Norma Noonan, Michael O'Neal, Timothy
Pippert, Judy Shevelev, Beverly J. Stratton,
Kathryn Swanson,Joan Thompson, James
Vela-McConnell
Women's Studies Faculty
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
he Women's Studies Program provides students with the oppo&nityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. his is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
T
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordnator.
Minor
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been preapproved for women's study credit:
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three courses must be upper division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Major
Foundations in Women's Studies
WST 481
WST 366
WST 359
WST 341
INS 320
WST 313
Gender, Health, and Development
WST 311
in Latin America
Topics in Women's Studies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
The Church and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women in Comparative Politics-Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Politics
(See American Indian Studies for course description.)
American Indian Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Topics in Women's Studies
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbtlsupporting
agencies, and some travel and experiences in the T e n Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
A study of basic issues surrounding sexual orientation in the contemporary
lssues in Cay and Lesbian Studies
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
Women: A Cross-Cultural Perspective
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
WST 281
WST 305
INS 233
WST 201
276 Women's Studies
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
WST 399
WST 499
Women and Art
Women and Fiction
Criticism
Topics in Women's History
History of Women t o 1870
History of Women Since 1870
Human Sexuality
American Women and Politics
Topics in American Politics
Topics in Comparative Politics
Psychology of Gender
Family Systems
Gender, Race, and Ethnicity
Feminism and Christianity
ART 352
ENC 236 or
436
ENC 480
HIS 311
HIS 380
HIS 381
HPE 316
POL 124
POL 421
POL 459
PSY 371
SOC 231
SOC 265
REL 441
See department listingsfor descriptions of thefollowing approved electives:
Any must be approved in writing by the women's studies coordinator
Directed Study
See description on page 92.
WST 299
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 91.
WST 495
women's Studies 277
1
Campus Maps - 301,302
Faculty Emeriti - 298
Faculty and Administration - 282
Officers - 282
Administration - 282
Faculty - 284
ELCA, Division for
Education - 281
Board of Regents - 280
Treasurer
Ron Nelson '68
Vice Chair
James E. Haglund
"Philip Sty'lmd '79 (2006)
MVP-Channels, ADC Telecommunications,
Minneapolis, MN
Dean C. Kopperud (2004)
Senior Vice President, National Sales:
Director for Oppenheimer Funds, New
York, NY
"Jean M. Taylor '85 (2006)
President, ~ a ~ l Corporation,
or
Eagan, MN
Glen J. Skovholt (2006)
President, Government and Community
Strategies, St. Paul, MN
*Dr. Ruth Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
David J. Larson (2002)
Retired Businessman, Golden Valley, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, MN
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, Minneapolis, MN
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
Jennifer Martin (2007)
Senior Vice President Corporate and
Human Resources, Lutheran Brotherhood,
Minneapolis, MN
Rev. Jose Antonio Machado (2004)
Pastor, El Milagro, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
James E. Haglund
PresidentIOwner, Central Container
Corporation, Minneapolis, MN
"Michael R. Good '71 (2007)
Executive Vice President, NRT, Parsipanny,
NJ
,
*H. Theodore Grindal'76 (2002)
AttorneyFartner, Lockridge Grindal Nauen
EL.L.P, Minneapolis, MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Tracy Lynn Elftmann '81 (2002)
President, Customized Employer Solutions,
LCC, Edina, MN
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
Secretary
Joan Volz '68
Chair
Kathryn H. Tunheim
*Joan L. Volz '68 (2006)
Welch, MN
Rev. Harold Usgaard ex oficio (2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, MN
Executive Director
Leonard G . Schulze
Secretary, Board of Directors
Dr. Dean Baldwin
Chair, Board of Directors
Raymond E. Bailey
Asst. Director for Colleges and
Universities
Sue Edison-Swift
Director for Colleges and Universities
Dr. Arne Selbyg
Director for Administration and
Planning
Vacant
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Kathryn H. Tunheim (2004)
President and General Manager, GCI
Tunheim, Minneapolis, MN
"Dr. P. Dawn Taylor '78 (2002)
Des Moines, IA
Board of Regents 28
Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline
University.
Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana
University; M.A., Western Michigan University; Ph.D., University of Michigan.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University;J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Administration
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certdied Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and
Dean of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of
Government, Haward University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Officers of the College
Beginning year of service of faculty is indicated with parenthesis.
AND
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center
for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D.,
George Mason University.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University
Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Director of Marketing and Administration, Center for Global
Education. B.S., University of Minnesota; M.B.A., University of St. Thomas.
Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A.,
Bates College; M.A., George Washington University.
Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Augsburg College Administration 28
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Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time,
Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia.
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of
Michigan.
Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
B
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S.
and D.Pharm., University of Minnesota.
Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A.,
College of St. Thomas; Ph.D., University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
A
Faculty
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota.
284 Augsburg College Faculty
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
C
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University;
M.S., PbD., University of Minnesota.
Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College;
B.S., M.S., University of Minnesota.
Augsburg College Faculty 28
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Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
MIA., Vermont College; Ph.D., The Union Institute.
Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A.,
M.S., M.A., Ph.D., University of Wisconsin-Madison.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A.,
University of St. Thomas; M.B.A., University of Minnesota.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
D
John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of
Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; M.EA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College;
M.S., Ph.D., University of Colorado.
Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
286 Augsburg College Faculty
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England
Conservatory of Music.
Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre
Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota.
Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University
of Minnesota.
Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College;
M.S., University of Wisconsin-Milwaukee.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; MIA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A.,
M.A., Mankato State University.
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Augsburg College Faculty 287
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Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Ramsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf
College;J.D., William Mitchell College of Law.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
C
Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
College of St. Thomas.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg
College; M.S.W., University of Chicago; Ph.D., The Fielding Institute.
288 Augsburg College Faculty
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
H
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Augsburg College Faculty 289
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L
John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota;
Ph.D., Harvard University.
Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg
College.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of
Minneso ta-Winona.
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton
College.
Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A.,
M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M.,
M.M., C.Ph., Indiana University
Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
290 Augsburg College Faculty
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California;J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University
K
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary.
Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A.,
Metropolitan State University; M.A., University of St. Thomas.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State
University.
J
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
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Augsburg College Faculty 291
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Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community
College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin.
Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S.,
Ohio University.
Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan
State University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., PbD., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa
State University; M.S., Illinois State University; Ed.D., West Virginia University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUW, M.M., Northwestern University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke
University; J.D., University of North Carolina.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
L
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
292 Augsburg College Faculty
Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College.
Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of
Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of
Professional Psychology.
David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
M
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of
Minnesota.
Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota;
M.S., San Diego State University; Ph.D., University of Tennessee.
Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
Ph.D., University of Wisconsin-Madison.
Augsburg College Faculty 29
-
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Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
P
Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.
University of Wisconsin; Ph.D., University of Minnesota.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastman School of Music.
0
Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Julie D. Naylor (2001). Instructor, part-time, Business Administration.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
N
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
294 Augsburg College Faculty
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Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W.,
Ph.D., Washington University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University;
M.S.W, University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford
University, St. Anne's College.
R
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
Q
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W, Barry University.
Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Augsburg College Faculty 29
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University
of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication,
and Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Trygve R. Skaar (2000). Studio Artist/, part-time, Music.
Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Saint Mary's College.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long
Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
S
296 Augsburg College Faculty
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Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L.,
J.D., University of Pittsburgh.
Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska;
M.F!H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
W
Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University
James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
U-v
Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
T
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees; Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
Augsburg College Faculty 29
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'
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin;
M.S.W., Loyola University.
Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M.,
Boston University.
Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer
College; M.S., University of Utah.
X-Y-z
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
MS., Winona State University; Ph.D., University of Minnesota.
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin
coliege; M.B.A., Western ~ i c h i ~ University.
an
298 Augsburg College Faculty
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
~ a c d t yEmeriti 29
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Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . ,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of
Pennsylvania.
7
300 Faculty Emeriti
COLLEGE M A P INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Wcckcnd
Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Struchlic
5 . Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication
9. Sverdrup Ilnll
10. Husby-Strom~nenTennis Courts
11. Icc Arena
12. Dcvclopment, PR/Comrnunications,
and Alumni/Parent Relations
13. Lindell Library
14. Maintennnce and Grounds Shop
15. Mortenscn Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. Ncw Rcsidence Hall
20. Old Main
D. Faculty/Staff/Commutcr/Residcnt Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/S taff Parking
H . Faculty/Staff Parking
I. Visitor Parking
J. FacultylStaff Parking
K. FacultylStaff Parking
L. Visitor Parking
M . Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuter Parking
0. Fairview-University Parking Ramp
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C . Commutcr Parking
21. Anderson Hall
22. Quad
23. Scicncc Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 2lst Avenue South.
PUBLIC PARKING
DIRECTIONS TO CAMPUS
4 MINNEAPOLIS
d
Augsburg College, as affirmed in
its mission, does not discriminate
on the basis of race, color, creed,
religion, natlonal or ethnic
origin, age, gender, sexual
orientation, marital status, status
with regard to public assistance,
qr disability in its education
~olicies,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 Collegt
is committed to providing
reasonable accommodations t c
its employees and Its students.
A
About Augsburg 10, 18
Academic and Achievement Scholarships
31-32
Academic Advising 56
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Information 53
Academic Internships 66
Academic Policies and Procedures 69
Academic Progress, Probation and
Dismissal 85
Academic and Learning Services 44
Academic Skills Center 44
Access Center 45
Accessibility 18
Accounting 104, 110-1 12
Accreditation and Memberships 11, 17, 18
Activities 43
Admissions 14, 20-24
Administrative Officers of the College 282
Advanced Placement Program Test (AP) 83
Advanced Transfer Students 74
African American Student Services (see
Pan-Afrikan Student Services) 47
Air Structure 44
Alumni Center 15
American Indian Studies 166-167
American Indian Student Services 47
American Sign Language 191
AmeriCorp Scholarship 32
Anderson Hall 14, 50
Application Procedures 20, 31
Applied Economics 131
Architecture Minor 94
Art 93-97
Art History 93, 96-97
Asian American Student Services (see Pan
Asian Student Services) 47
Asian Studies (see East Asian Studies) 128-129
Assessment of Previous Learning (APL)
Program 83-84
Associated Colleges of the Twin Cities
(ACTC) 59, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 155
Athletics 43
Audit Fee 26
Auditing Courses 82
Augsburg Echo 43
Augsburg Experiences 73
Augsburg Seminar 73, 98
Augsburgian, The 43
Calendar 4-7, 54
Campus Location 14, 18, 301-302
Campus Map 301-302
Campus Ministry 42
Campus Tours 20
Canadian Program 69
Career Services 67
Carlson (JeroyC. Carlson) Alumni Center 1
Center for Global Education 15, 63, 176-18
Center for Global Education Courses 63-65,
177-181
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 66
Change of Program 71
Chemistry 118-123
Chinese 191
Chapel 15,42
Choir 43, 203, 21 1
Christensen Center 14
Class Schedule 90
Classification (Class Year) 82, 85
Coaching Endorsement 155
College Costs 2002-03 26
College Level Examination Program
(CLEP) 83
College of the Third Age 16, 69
Commencement 86
Commons 51
Communication 260-266
Communication ArtsILiterature Teacher
Licensure 147
Community Service-Learning 66
Community Studies Concentration
(Sociology) 255
Computational Economics 124
Computational Philosophy 125, 218
Computer Science 123-127
Concert Band 43, 203, 21 1
Continuing Education Program 69
Cooperative Education 67
Costs 26-27
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 90-277
Credits 90
C
Biology 99-103
Board of Regents 280-281
Books and Supplies 27
Business Administration 104-109
Business Administration and
Economics Major 106, 131
B
Early Admission of Freshmen 21
East Asian Studies 128-129
East European Studies 247-248
East Hall 14
Echo 43
Economics 130-134
Economics/Business Admin. Major 106, 131
Economics/Political Science Teaching Major
229
Edor Nelson Field 14
Education 135-144
Education for Service 11
Education (Master of Arts) 68
Elementary Education 136-137, 139-140
Emotional/Behavioral Disabilities 142-143
Employment 35
Engineering 144-145
English 146-152
English as a Second Language (ESL)
Program 84-85
English Placement Test 148
Enrollment 18
Enrollment Center 8, 70
Enrollment Deposit 27
Ensembles 203, 21 1
Entry-level Skills 74
Ethnic Studies 168
Evaluation and Grading 79, 82
Evangelical Lutheran Church in America
(ELCA) 18, 281
E
Dance and Theatre Teacher Licensure Major
269
Dean's List 85
Degrees Offered 18, 54
Departmental Comprehensive Exams 83
Departments and Programs 90-277
Deposits 27
Development 8
Directed Study 92
Directory 8
Directory Information 87-88
Dismissal 85
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14, 50-51
Dual Degree Programs 59, 68, 144-145
D
Crime and Community Concentration
(Sociology) 255
Crossover Registration 71
Cultural Anthropology Concentration
(Sociology) 256
Gage Family Endowment (CLASS) 45
General Education Curriculum 72-78
General Education Requirements 72-78,
80-81
General Studies 153
German 190, 193-194
Gift Assistance 33
Global Education Center 15, 63, 176-181
Global Education Program
Courses 63-65, 177-181
Grade Point Average 73, 82
Grading 79, 82
Graduate Programs 67
Graduation (Applying for) 72
Graduation Level Skills 75-76
Graduation Requirements 72-78, 80-81
Graduation With Distinction 86
Grants 33
Gymnasium (Melby Hall) 15
C
Facilities and Housing 14, 50-51
Facts and Figures 18
Faculty 18, 55, 284-298
Faculty Emeriti 298-300
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 51-52, 87-88
Federal Work Study Program 35
Fees 26-27
Film Minor 263, 268
Finance Specialization (Business
Administration) 106
Financial Aid 18, 30-40
Financial Policies 28-30
Fine Arts 43
Fitness Center 49
Food Service 51
Foreign Languages (See Modern Languages)
Forensics 261
Former Students 23, 72
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Four-Year Assurance Program 86
French 190-192
Freshmen 20, 21
F
Experiential Education Programs 66-67
Explanation of Grades 79
Exploring Our Gifts 42
Index 30
Language Courses 190-197
Leadership (Master of Arts) 67-68
Leadership Studies Minor 168-169
Leadership, Service, and Performance
Scholarships 32-33
L
Karen M. Housh Tutor Center 44
K
Japanese 190, 194
JeroyC. Carlson Alumni Center 15
john Evans Learning Laboratory 44
J
Ice Arena 15
Incomplete Grade 79, 82
Independent Studies 91, 92
lnformation Technology Resources 55
Inter-Institutional Programs 62
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 165-173
lnternational Baccalaureate Program (IB) 83
lnternational Business Minor 107
lnternational Business Specialization
(Business Administration) 106
lnternational Partners 176
lnternational Relations 174-175
lnternational Relations (International
Business) 174
lnternational Student Advising 49
lnternational Student Services 24, 49
lnternational Students 24, 49
lnternational Studies 175-183
Internships 66-67, 91
Intertribal Student Union 47
Intramural Athletics 43
I
Health and Physical Education 154-158
Health Clinic Services 49
Health Education 154-156
Health Insurance 49
Health Promotion 48
HECUA Courses 65, 181-183
Higher Education Consortium for Urban
Affairs (HECUA) 62, 65, 176, 181-183
HispanicILatino Student Services Program
48
History 159-164
History of Augsburg College 10
Honors Program 61-62, 164-165
Housing 14-16, 26, 50-51
Hoyt Messerer Fitness Center 49
H
306 Index
-
Majors and Minors 56-59, 89-277
Management lnformation Systems 113-11
Management Specialization (Business
Administration) 106
Maps 301, 302
Marketing 116-117
Master's Degrees 54, 67-68
Math Placement Group (MPG) 75, 185-18
Mathematics 184-189
McNair Scholars Program (TRIO) 45-46
Medical Refund 30
Melby Hall 15
Membershi~s17. 18
Memorial i a l l (sverdrup-~ftedalMemorial
Hall) 16
~ e t r o b r b a nStudies 170-171
Middle East Studies Minor 172
Minnesota Indian Teacher Training
Partnership (MNIlTP) 47
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-59, 89-277
MIS Courses 113-115
Mission Statement 10
Modern Language Skill 75
Modern Languages 190-197
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy's 51
Music 198-212
Music Business Minor 202
Music Education Major 199-200
Music Ensembles 203, 21 1
Music Hall 15
Music Performance Major 200
Music Re~ertoireTests 204
Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t
202-203
Music Therapy Major 201, 209-210
M
Learning Disabilities Program 44-45
Legacy Scholarship 32
Liberal Arts Perspectives 76-78, 80-81
Library and lnformation Technology
Center 15, 18, 55-56
Licensure (Teaching) 60, 135-144
Lifetime Sports 76
Lindell Library 15, 18, 55
Loan Assistance 34-35
Location 14, 18, 301-302
Lutheran Leader Scholarships 33
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 47
Pan-Asian Student Services 47
Part-Time Students 26-27
Pass/No Credit 73, 79
Pastor 42
Payments 28
Performance Studies 203, 212
Performing Arts Scholarships 32
Perspective Requirements 76-78, 80-81
Philosophy 218-221
Phi Theta Kappa Scholarships 32
Physical Disabilities Program (Access Center)
45
Phvsical Education 155. 157-158
~hisicalScience ~ e a c h i nLicensure
~
119,
214
Physician Assistant Studies (Master of
Science) 68
Physics 222-227
Piano Proficiency Test 204
Policies 17, 18, 51-52, 87-88
Political Science 228-233
Political Science/Economics teaching major
229
PortFolio Assessment Program 83-84
Pre-Professional Programs 60-61
Prerequisites 91
P,
Off-Campus Programs 18
Officers of the College 282
Official Notices 51
Ojibwe 190, 196
Old Main 15
Orchestra 43, 203, 21 1
Organizational Analysis and Development
Concentration (Sociology) 256
Orientation (AUG) 73, 98
0
NASA Scholarship 33
Natural Science Teaching Licensures
21 3-214
New Hall 15, 50
No-Credit Grades 79
Nordic Area Studies 172-173
Norwegian 190, 194-195
Notification of Admissions Decision 21, 22
Number Grades 79
Numbering of Courses 90
Nursing 215-21 7
Nursing (Master of Arts) 68
N
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies 65, 181
Scholarships 31-33, 35-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 137-138, 140-141
Service-Learning 66
Sigma Pi Sigma 224
Skills Requirements 74-76
Smiley's Point 16
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 235, 256
Social Studies 249
Social Welfare Minor 251
Social Work 250-254
Social Work (Master of Social Work) 68
Society of Physics Students 224
Sociology 255-259
Solid State Physics 223
Space Physics 223
Spanish 190, 196-197
Special Education 142-144
Special Interest Housing 51
Special Students (Non-Degree or Second
Degree) 23
Speech/Communication and
Theatre Arts 260-274
Sponsored Scholarships 35-40
Sports 43-44
5
Re-Admitted Students 72
Refunds 28-30
Regents 280-281
Regents' Scholarships 32
Registration 69-72
Religion 239-244
Religious Affiliation 18
Residence Life Program (see also
Housing) 50-51
Residence Requirements 74
Rochester Program 13, 70
~oom'bndBoard 26
ROTC 62
Russian, Central, and East European Studies
247-248
R
President's Greeting 2
President's Scholarships 31
PRIME Scholarship 32
Probation 85
P~y~h010gy
234-238
Public Relations and Communication 15
Index 30
308 Index
Teaching Licensure (see also individual
majors) 60, 135-144
Test Scores 20
Theatre Arts 267-274
Theatre History and Criticism Dramaturgy
Minor 269
T
StepUP Program 46-47
Student Activities 43
Student Affairs (see Academic
and Learning Services) 44
Student-Designed Major 57
Student Educational Loan Fund (SELF) 35
Student Employment 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41 -52
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 51-52
Student Standards of Behavior, Complaints,
Records 50
Student Support Services (TRIO) 46
Student Teaching Abroad 65, 135
Studio Art 93-96
Study Abroad 63-65, 175-183
Summer Session 8
Support Programs 44-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
7
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 245-246
Youth and Family Ministry Partner
Scholarship 32
x, y, z
Weekend College 12-13, 21, 27-28, 70-71
Withdrawal From College 30, 72
Women's Studies 275-277
Work Study Program 35
W
Veterans 86
Vocation 42
v
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 169-171
Urness Hall 16, 50
U
Theatre Practicums 272-274
Transcripts 20, 21, 28
Transdisciplinary Major 57-58
Transfer Regents' Scholarship 32
Transfer Students 22-23
TRIO Programs 45-46
Tuition, Fees, Room and Board 26-27
Tutor Center 44
C O L L E G E
AUGSBURG
SUPPLEMENT WITH ADDITIONS
AND CHANGE
2 0 0 2
T O
2 0 0 4
C A T A L O G
Minneapolis, Minnesota
C O L L E G E
AUGSBURG
I
I
I
Although information was current at the time of publication, it is subject to change
without notice.
It is the responsibility of each student to know the requirements and academic
policies contained in this publication and the 2002-2004 Catalog. If you have
questions about anything in this supplement or the Catalog, consult a faculty adviser,
the dean of the College, or the registrar.
Supplement information is listed under the same headings in the printed Catalog,
followed by page numbers in parentheses. Refer to these pages in the Catalog for
complete information.
This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg
Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe
registrar's of~icror the Augsburg C a l a l online
~~
at cww.augshur~.eriu/catal~)g>
[or
inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions.
Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. .
Graduation Requirements (page 72)
Transfer Students (page 22)
5
. . . . . . . . . . . . . . . . . . . . . . . . 4. .
Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . .
Academic Calendar. Day Program (page 5)
Table of Contents
Spring Term 2004
Jan. 12Non. ................................ Classes begin
Jan. 19/Mon. .............................
Martin Luther King Day-no classes
Mar. 15/Mon. ............................. .Mid-term break begins
Mar. 22/Mon. ............................... Classes resume
.Early registration for fall
Apr. 5-16/Mon.-Fri. ....................
Apr. 9/Fri. ....................................Easter break
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Non.-Thurs. .............Final exams
May M a t . ................................ .BaccalaureatdCommencement
Fall Term 2003
Summer...................................Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation
Sept. 3fWed. ............................... Classes begin
Oct. 24/Fri. ............................... Mid-term break (one day only)
Nov. 17-Dec. 5Non.-Fri. ............Spring term registration
Thanksgiving recess begins
Nov. 271Thurs. .............................
Classes resume
Dec. l/Mon. .................................
,.,,.Classes end
Dec. 12/Fri. ............................
Dec. 15-18/Mon.-Thurs. ..............Final exams
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~www.augsburg.edu/enroll/registrar>.
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
cwww.augsburg.edu/enrolI/registrar>.
Students transferring from the Minnesota
State College and University System who
have completed the Minnesota Transfer
Curriculum, have earned the Associate of
Arts degree from MNSCU, and have a 2.5 (on
a 4.0 scale) cumulative GPA or higher will be
given transfer status as outlined below.
Acceptance of courses submitted for
transfer is done by the registrar's office based
upon the official student transcript(s1.
Acceptance of courses presented for a major
or minor also requires approval of the
department. The major or minor department
may require certain courses or a minimum
number of courses be taken at Augsburg.
A cumulative grade point average (GPA)
of 2.5 (on a 4.0 scale) or better is required on
previous college work for admission to the
College.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 Augsburg credits required
for a baccalaureate degree. These courses
can, however, be used to meet Augsburg
Core Curriculum and major requirements.
Augsburg College welcomes students who
wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant credit
for courses where it considers the work
unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions, and
to require that certain courses be taken at
Augsburg.
TRANSFER STUDENTS
Replaces "ALL TRANSFER STUDENTS"
on pages 22-23 of current catalog
&
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission by
the Admissions Committee after August 15
for entry in fall semester or December 15 for
entry in spring semester.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
3. Courses with D grades will not be accepted as
prerequisites or for application to majors. Some
Augsburg majors require additional prerequisite
coursework beyond the A.A. degree. Students
are advised to consult major departments for
major requirements upon transfer.
One Foundations of Fitness or activity
course if the student has transferred
an equivalent Foundations course.
This requirement is waived for
students who have transferred in two
equivalent courses.
College algebra or Math Placement 3
One graduation skill writing course in
the major
One course that meets the Quantitative
Reasoning Graduation Skill
requirement
The Modern Language requirement
One Augsburg Experience
Senior Keystone Course
REL 300 Bible, Christian Theology, and
Vocation Course
2. All Augsburg Core Curriculum
requirements will be waived except:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or 96
quarter credits from a community college)
will be accepted once junior status is reached.
No additional courses may be transferred
from a community college.
The following applies only to the
MNSCU A.A. graduate:
1. Completion of 32 course creditsNo more than 13 course credits may be in
one department, except in certain approved
majors: accounting (B.A.) - 14; music
education (B.M.) - 17; music performance
(B.M.) - 20; music therapy (B.S.) - 17; and
social work (B.S.) - 15.
Degree requirements include completion of
a minimum number of credits, a major, the
Augsburg Core Curriculum, a minimum GPA
in major(s)/minor(s) and in total course work,
and residence.
Requirements f o r Undergraduate
Graduation:
All degree and course requirements must
be completed and verified in the registrar's
office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Students should apply before the start of
their last academic year to confirm remaining
graduation requirements. Application forms
are available at the Enrollment Center.
Each student must apply for graduation
at the end of his or her junior year.
Students who enter an academic program
with a baccalaureate or higher degree should
contact the registrar's office about specific
requirements for a second baccalaureate
degree or for the equivalent of a major. See
page 23 in the printed catalog in
Undergraduate Admissions-Special Students
(Second Degree).
Faculty advisers, the Academic Advising
staff, department chairs, and the registrar staff
are available for counsel and assistance in
program planning.
The responsibility for seeing that all degree
requirements are satisfied rests with the
student. All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
Replaces "GENERAL EDUCATION
CURRICULUM" on pages 72-78 of
current catalog
-7
An Augsburg Experience integrates
experiential learning with academic learning.
It demonstrates enhanced learning and
reflects research and best practices in
experiential education. Approved Augsburg
Experiences meet two criteria: ( I ) Integrates
experiential learning with academic learning
and (2) Links on-campus learning to the
goals, mission, needs, or ideas of off-campus
people, organizations and/or communities,
either through community partners,
4. Augsburg Experiences-All student
must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight
the College's commitment to experiential
education and active participation in the
broader community, both locally and globally
Five categories of approved experiential
learning opportunities are recognized as
Augsburg Experiences: internships, facultystudent research, community service, study
abroad, and off-campus immersion
experiences.
3. Completion of t h e Augsburg Core
Curriculum-Requirements for the Ausburg
Core Curriculum are listed in the next section
2. Completion of a MajorRequirements for each major are listed under
the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent1
directed study; four courses of internship; an
six course credits with a grade of Pass (P). To
graduate with Latin honors, students may
take no more than two P/N graded courses.
Each department sets its own limitations on
the number of P/N graded courses that may
be applied toward the major and minor
programs, but normally students may apply
no more than two course credits with P
grades toward a major and no more than one
course credit with a P grade toward a minor.
The Departments of Education and Social
Work are examples of departments that allow
students to apply more than two course
credits with P grades within the major
program (two in major field courses plus
student teaching or field work practicums).
Cultivates the transformative discovery of,
and appreciation for, one's place of leadership
and service in a diverse world-vocatio and
caritas.
Calls for common inquiry into questions of
Christian faith and the search for meaning;
and
-Provides a liberal arts foundation and
promotes the acquisition of intellectual and
professional skills:
The Augsburg Core Curriculum is designed
to prepare students to become effective,
informed, and ethical citizens through their
engagement in a curriculum that:
THE AUGSBURG CORE CURRICULUM
6 . Residence-The last year of full-time
study or equivalent (no less than 7 of the last
9 creditslrequirements) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the registrar's office if an official
inlerpretation is needed. Some departments
have a minimum number of courses that are
required to be taken in residence within the
major and minor. Consult the catalog
description of the majorlminor or the
chairperson of the department.
5. Grade Point Average-2.0 for most
majors. A minimum grade point average of
2.0 is required for all courses taken and
specifically for all courses that apply toward a
major or special program. Some majors,
licensure, and certification require higher
grades in each course or a higher grade point
average. (For example, see licensure in
education, music education, music
performance, music therapy, nursing, and
social work.) See the departmental section for
details.
professional activities, and/or travel. Augsburg
Experiences may be embedded in designated
courses that are part of the regular class
schedule or may be completed for zero credit
outside of the regular class schedule. The
length of time required, creditlno-credit
status, and grading options for approved
Augsburg Experiences will vary
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College's
commitment to experiential education and
active participation in the broader
community, both locally and globally Five
categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
Augsburg Experience
Transfer students entering with advanced
transfer status will take one Search for
Meaning course: REL 300 Bible, Christian
Theology, and Vocation.
In these courses students articulate and
critically reflect upon Augsburg's concept of
vocation and ils meaning; Christian
theological concepts as well as concepts from
other religious traditions; and the meaning of
the Bible in Judeo-Christian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning course credits are
required except for the following:
Augsburg's Signature Curriculum is centered
on its identity as a college of the Evangelical
Lutheran Church in America. As a college of
the Church, Augsburg accepts as a basis for
its educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran Church.
It consciously affirms that all students should
reflect upon the Christian scriptures,
theological concepts, ethical values, their
own faith and values, and religious concepls
outside of the Christian faith as part of
becoming educated.
Search f o r Meaning
THE AUCSBURG SIGNATURE
CURRICULUM
Skills Requirements
The Liberal Arts Foundation
The Augsburg Signature Curriculum
The curriculum has three major components:
The Liberal Arts Foundation courses
THE LIBERAL ARTS FOUNDATIOL
Engaging Minneapolis courses are specially
designed courses that make intentional and
substantial use of the resources of the Twin
Cities as they orient first-year weekday students
to the community where they will be studying,
living, and working during their college careers.
Most Engaging Minneapolis courses also fulfill
an Augsburg Core Curriculum or major
requirement. They normally are taken during the
first year, but may be taken in the second year.
Engaging Minneapolis
All students who enter the College as first-year
students in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. The Seminar is
attached to a first-semester major or Augsburg
Core Cuniculum course. Its purpose is to
introduce students to what it means to have
an Augsburg education and to help them
make the transition to college work.
Augsburg Seminar
In order to help them make the transition to
college and their new community, first-year
weekday program students are required to
take Augsburg Core Curriculum and
introductory major courses containing the
following components:
The Augsburg First Year
The Senior Keystone course connects the
broad liberal arts foundation with the
professional skills and in-depth study of the
major. It thus asks graduating students to
think critically, reflectively, and ethically
about their place in the world as leaders and
servants.
The Senior Keystone course provides a final
opportunity for exploring the central themes
of an Augsburg education- vocation and the
search for meaning in a diverse and
challenging world. Students will reflect upon
the meaning of their educational experiences
and consider issues of transition as they
prepare for their lives after Augsburg.
Senior Keystone
Writing
*Mathematics
Placement in writing, math, modern
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of) core
and graduation skills course requirements.
*Modern Languages
*Critical Thinking
There are entry level skills assessments in:
Entry Level Skills Assessments
SKILLS REQUIREMENTS
Art, Music, Speech/Communications and
Theatre Arts.
Two courses or approved activities from two
different departments:
Fine Arts
Note: The signature Search for Meaning
courses do not count as Humanities Liberal
Arts Foundation requirements.
English, History, Philosophy, Religion,
Modern Language (literature courses)
Two courses from two different departments:
Humanities
Economics, Political Science, Psychology,
Sociology
Two courses from two different departments:
Social and Behavioral Sciences
One course must be a lab science course.
Two courses from two different departments:
Biology, Chemistry, Mathematics, Physics.
Natural Sciences and Mathematics
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar's office.
introduce students to knowledge and modes
of inquiry across a wide range of disciplines
and subjects. The course offerings in the
traditional liberal arts provide the opportunity
for students to acquire a broad and solid
foundation for their specialized study and
professional preparation.
,
Based on the math assessment result,
students will be enrolled in the
appropriate courses or advised on
preparation for retaking the math
placement exam. Students may retake the
Math Placement Exam once during their
first term of enrollment. Students are
required to take the Math Placement
Exam before registering for the first term
and should achieve MPG 3 by the end of
their first year at Augsburg.
u
All students are required to have their
math placement group (MPG)
determined. In some cases, students who
have transferred a mathematics course
taken at another college may have their
MPG determined by the registrar's office.
All other students must take the
Augsburg Math Placement Exam, which
is administered by the Academic Advising
Office. The exam is given during college
registration sessions and at other
announced times during the year.
Practice questions and other information
are available from Academic Advising.
Mathematics Requirement
Students who have college credit for a
critical thinking or logic course are
exempt from the critical thinking
assessment.
Students who do not achieve the
minimum entry score on the placement
exam are reauired to take GST 100
Critical Thinking.
Critical Thinking
- Requirement
The Mathematics assessment and
requirement as described below.
The Modern Language assessment as
described below.
The Writing assessment and
requirement as described below.
Advanced transfer students (who enter
with 1 3 course credits or more or an A.A.
degree accepted in transfer) take only the
following entry level skills assessments and
fulfill the following requirements:
Freshmen (all students entering with fewer
than seven Augsburg course credits) and
sophomore transfer students with fewer than
1 3 course credits are required to take entry
level skills assessments and satisfy all skills
requirements.
~n
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
ENG 111 Effective Writing or the
equivalent with a grade of 2.0, ,'F or
higher, is required. Attendance the first
day of class is required.
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
Effective Writing
Core Skills
Students who have transferred in an
equivalent course to ENG 111 are
excused from the entry level exam.
The entry level assessment determines
readiness for ENG 111 Effective Writing.
Students who do not satisfy the entry
level skill in writing will be required to
take ENG 101 Developmental Writing
before ENG 111.
Writing Requirement
The BW-CAPE language assessment is
offered to students who have had at least
a year of Spanish, French, or German
language studies in high school. It is
designed to assess and place students at
the appropriate course level for language
study Students may waive the modern
language requirement by completing this
assessment and placing at the 311 level
or above.
Modern Language Requirement
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In
addition, many courses require MPG 2, 3 ,
or 4 as a prerequisite.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG
3 . Students in MPG 3 must take MAT
114 to advance to MPG 4. No other MAT
course changes a student's MPG. A grade
of Pass or 2.0 or higher is required to
advance to the next math level.
Two Foundations of Fitness courses are
required. HPE 001 Foundations of
Fitness (or a transfer equivalent) is
required of all students. The second
course may be chosen from a variety of
different lifetime activities. Students who
are not health and physical education
majors or intercollegiate athletes may test
out of one lifetime activity course.
Students may demonstrate proficiency
from a selected list of lifetime activities.
There is a fee to take the lifetime activity
proficiency test.
Foundations of Fitness
Students whose first language is not
English and whose score is below the
minimum on the ESL placement test
must fulfill the English as a Second
Language (ESL) requirement. The
requirement is satisfied by successfully
completing the ESL course(s) and
achieving a score above the minimum on
the ESL placement exam. Students who
complete the ESL requirement fulfill the
Modern Language Graduation Skill
requirement. Contact Academic Advising
or the English Department for additional
information.
Students who have demonstrated
competence in American Sign Language
by passing an approved course sequence
will have fulfilled the Modern Language
Skill.
There is a seven-year time limit on
language courses presented for transfer
and automatic waiver.
Requirements for the Modern Language
Skill are determined by placement test.
For a language previously studied,
successful completion (minimum grade of
2.0 or P) of one language course at your
placement level (112 or higher) satisfies
the requirement. For a language not
previously studied, successful completion
of a two-course sequence in the same
language with the minimum grade of
2.0P in both courses is required. Students
whose placement test is at 31 1 or higher
will be exempted from further language
study
Modern Language
All Writing Skill courses have the
prerequisite of ENG 111 or its equivalent. All
Quantitative Reasoning Skill courses have the
prerequisite of Math Placement Group 3 , and
all Critical Thinking Skill courses have the
prerequisite of passing the entry level Critical
Thinking Assessment or GST 100.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate
courses outside the major or elective courses
in the major that fulfill this requirement.
Academic advisers will provide a list of these
courses.
An Augsburg education includes enhancement
of certain skills during the years in college.
Critical thinking, quantitative reasoning,
speaking, and writing skills are deliberate
components of certain courses. Students are
required to have one course each with Critical
Thinking, Quantitative Reasoning, and
Speaking skill components, and two courses
with a Writing Skill component. These
requirements are modified for advanced
transfer students (see page 10).
Graduation Skills Requirements
Foundations of Fitness courses are
non-credit courses and are not included in the
32-course graduation requirement.
Complete at least one Augsburg
Experience
Complete the Augsburg First Year
requirements. (Sophomore transfer
students are exempt from these
requirements.)
Complete the Signature Curriculum:
Complete two (2) Search for
Meaning courses.
Complete a Senior Keystone course.
Complete the Augsburg Core
Curriculum.
Complete a major.
Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . . 14
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these
requirements):
Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
This quick reference checklist is an
abbreviated version of the requirements for
graduation. As a summary, it is not
comprehensive and cannot substitute fully for
the complete degree requirements that begin
on page 7. Students are advised to read
carefully the full graduation requirements and
to consult frequently with their advisers to
ensure that all requirements for graduation are
met.
Replaces "CHECKLIST AND SUMMARY
OF GENERAL EDUCATION
REQUIREMENTS FOR GRADUATION"
on pages 80-81 of current catalog
One course with a Quantitative
Reasoning component.
One course with a Critical Thinking
component.
One course with a Speaking
component.
One course with a Critical Thinking
component.
Two courses with Writing
components.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (Courses
meeting these requirements are designated
by the major.)
Complete HPE 001 Foundations
of Fitness and one HPE activity
course.
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Complete Eng 111
Achieve a Math Placement Group
score of three.
Modern Language Assessment
Critical Thinking Assessment
Writing Assessment
Mathematics Assessment
Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses
from two different departments in each
domain. (Exceptions may be made for
specially designed interdisciplinary
Connections courses.)
2. Complete an Engaging
Minneapolis course.
1. Complete the fall orientation
and Augsburg Seminar.
...........
14
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Achieve a Math Placement Group
score of three.
Complete Entry Level Skill Assessments
and Core Skills Requirements:
Satisfy entry level skill requirements
in writing.
Fine Arts
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.)
Complete one Augsburg
Experience
Complete REL 300 Bible,
Christian Theology, and Vocation
course
Complete a Senior Keystone course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum.
Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7.
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) .
All advanced transfer students (those
entering with 13 or more credits) must
complete the following requirements prior to
graduation (transfer credit may apply to
these requirements):
W Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Complete one Augsburg Experience
Complete a Senior Keystone course.
Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum
W Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Other maximums are described on page 7.
Social Work (B.S.) . . . . . . . . . . .15
Music Therapy (B.S.) . . . . . . . . . 17
Music Performance (B.M.) . . . . . 20
Music Education (B.M.) . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . 14
W Complete 32 course credits. Of these: no
more than 13 courses may be in any
one department, with the following
exceptions:
One course with a Quantitative
Reasoning component.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree
must complete the following requirements
prior to graduation:
One course with a Speaking
component.
One course with a Critical Thinking
component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a minimum
grade of 2.0 or P. (Courses meeting these
requirements are designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment.)
All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
One course with a Quantitative
Reasoning component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (Courses
meeting these requirements are
designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment)
Complete Modern Language
requirement (0-2 courses, depending
on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Complete one college algebra course
course or achieve a Math Placement
Group score of three.
AucssuR~
\IV\IVW aunchurn d
u
22 1l Riverside Avenue
Minneapolis, MN 55454
C O L L E G E
Show less
C O L L E G E
Transforming Education
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current a t
t h e time o f publi... Show more
C O L L E G E
Transforming Education
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College and
its curriculum. Although
information was current a t
t h e time o f publication, it is
subject t o change without
notice. The written policies in
the catalog are t h e College
policies i n force a t the time
o f printing. It is the responsibility o f each student t o
know the requirements and
academic policies in this
publication. If you have
questions about anything i n
this catalog, consult
Academic Advising, a faculty
adviser, the dean o f the
college, o r the registrar. Key
offices are listed o n page 8
for correspondence o r
telephone inquiries.
Published May 2004
-Y
n UI GGLII
13
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clarifying definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
I-
If you are reading this to find out more about
Augsburg College and an Augsburg education,
welcome to these pages. I believe you will find
5
that they not only tell you about the character
+.
and essence of our institution, but also about our
mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg
College is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city
that our College both serves and thrives. As you study here, you will find a setting that not only
provides a great learning laboratory, but one in which you will be able to share your own talents
and skills. Augsburg's challenging academic environment is enhanced by both educational and
service experiences that trandorm theory into action and unite the liberal with the practical in
preparing students as leaders for service in a global society.
Y
F
.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a small
campus in the core of a great city; it will be led by faculty preoccupied with your welfare and
the emergence and refinement of your vocational plans.
A you join Augsburg, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. Frame
President
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2004
Summer...................................... F r e s a n registration
Sept. 5-7lSun.-Tues. ....................New student orientation
Sept. 81Wed. ................................ Classes begin
Oct. 29/Fri. ..................................Mid-term break (one day only)
Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring
Nov. 25Dhurs. ............................ Thanksgiving recess begins
Nov. 29/Mon. .............................. Classes resume
Dec. 17/Fri. ..................................Classes end
Dec. 20-23IMon.-Thurs. ..............Final exams
Spring Term 2005
Jan. 18Dues..................................Classes begin
Mar. 21/Mon. ............................... M i d - t e r m / break begins
Mar. 29/rues. ................................ Classes resume
Apr. 4- 15/Mon.-Fri. .....................Registration for fall
Apr. 29/Fri. .................................. Classes end
May 2-5IMon.-Thurs. .................Final exams
May 7lSat. .................................... BaccalaureatdCommencement
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2005
Sept. 7/Wed. .................................Classes begin
Oct. 28/Fri. .................................Mid-term break (one day only)
Nov. 241Thurs. .............................Thanksgiving recess begins
Nov. 28/Mon. ...............................Classes resume
Dec. 16/Fri. .................................. Classes end
Dec. 19-22tMon.-Thurs. ..............Final exams
Spring Term 2006
Jan. 17/Tues. .................................Classes begin
Mar. 2O/Mon. ....................
.
,
...... Mid-term break begins
Mar. 27/Mon. ............................... Classes resume
Apr. 14/Fri.................................. ..Easter break
Apr. 28/Fri. .................................. Classes end
May 1-4hion.-Thurs. .................Final exams
May 6lSat. ....................................BaccalaureatdCommencement
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~.augsburg.edu/enroll/registrar>.
Fall Term 2004
June 7 .......................................... Web opens for registration*
Aug. 13 ........................................ Remote registration ends (must register in person after
this date)
Sept. 10 ........................................s t day to add class without faculty signature
Sept. 17 ........................................ Last day to add class with faculty signature**
Sept. 23 ........................................ s t day to petition Student Standing Committee to add a
class
. L a day to drop class without record notation
Sept. 17 ......................................
Last day to change grade option or withdraw from class**
Oct. 27 ....................................
Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21,
Dec. 3-5, Dec. 10-12
Winter Term 2005
Nov. 1 ..........................................
Web opens for registration*
Dec. 17 ........................................ Remote registration ends (must register in person after
this date)
Last day to add class without faculty signature
Jan, 7
Last day to add class with faculty signature**
Jan. 14 .........................................
Last day to drop class without record notation
Jan. 14 .................
Jan. 20 .......................................... Last day to petition Student Standing Committee to add a
class
Feb. 16 ........................................ s t day to change grade option or withdraw from classx*
Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13,
Mar. 18-20, Apr. 1-3
Spring Term 2005
Web opens for registration*
Feb. 7 .......................................
Mar. 25 ........................................Remote registration ends (must register in person after
this date)
Last day to add class without faculty signature
Apr. 15 ........................................
Apr. 22 ........................................ Last day to add class with faculty signature**
Apr. 28 ........................................ Last day to petition Student Standing Committee to add a
class
Last day to drop class without record notation
Apr. 22 .......................................
Last day to change grade option or withdraw from classx*
May 25 ....................................
Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12,
June 24-26
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser at least two weeks prior to registration.
**Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~www.augsburg.edu/enroll/registrar>.
Fall Term 2005
Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20,
Dec. 2-4, Dec. 9-11
Winter Term 2006
Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12,
Mar. 24-26, Apr. 7-9
Spring Term 2006
Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18,
June 23-25
Area Code
612
Access Center ..............................................................................................................
330-1749
Academic Advising......................................................................................................330-1025
Academic Enrichment ................................................................................................
.330-1165
Academic and Student Affairs.................................................................................... .330.1024
................................................... .330-1001
Undergraduate Admissions ............................
Toll-free number .....................................................................................
1-800-788-5678
.................................................. 330-1178
AlumniParent Relations ...........................
Toll-free number .......................................................................................
1-800-260-6590
......................................................................................................................
Athletics
330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning .................................................................... .330-1148
.330-1732
College Pastor/Campus Ministry ...............................................................................
..........................................
.............................
Public Relations & Communication
-.330-1180
ConferenceEvents Coordinator ................................................................................. 330-1107
Development (financial gifts to the College) .............................................................330- 1613
Toll-free number ............................ ......-................................................... 1-800-273-0617
330-1046
Enrollment Center ................................
Toll-free number ................................. .---. ................................................ 1-800-458-1721
Facilities Management ...............................................................................................
.330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................. 330-1649
Fax ....................*.......................................‘.........
...............
..............................................................
...............................
Graduate Programs
330-1101
Human Resources ...................................................................................................... .330-1058
Lost and Found ...........................................................................................................
330-1000
President's Office ........................................................................................................
.330-1212
Registrar .............................. .....-.................................................................................. 330-1036
Residence Life (Housing)........................................................................................... .330-1109
Rochester Program...............................................................................................
507-288-2886
Student Activities ........................................................................................................
330-1111
Student Government ................................................................................................... 330-1 110
Summer Session .............................-- ..........................................................................
.330- 1046
TRIO/Student Support Services .................................................................................. 330-13 11
Weekend College .................................................................................................
3 3 0 - 1101
Mailing Address:
22 11 Riverside Avenue
Minneapolis, MN 55454
Web Site:
www.augsburg.edu
A
Selection from over 50 majors
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is the
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Augsburg graduates
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Augsburg offers more than 50 major*
or you can create your own major, either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, the College of
St. Catherine, Hamline University,
Macalester College, and the University of
St. Thomas.
Discovering your gifts and talents
The Weekend College Program offers
18 majors.
The heart of an Augsburg education is
the Augsburg Core Cumculum- designed
to prepare students to become effective,
informed, and ethical citizens. Through
"Search for Meaning" courses, students
explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a
lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a
few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community."
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
--
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 130 years.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's second
president (1876-19071, required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity This change made
Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
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.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. Under his leadership, the
College has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 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 business, education,
leadership, nursing, physician assistant
studies, and social work.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
--
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with approximately 1,000 students
enrolled each term and 18 majors,
Augsburg's Weekend College is the largest
program of this type among Minnesota private colleges. Faculty in Weekend College
are full-time Augsburg professors as well as
adjunct professionals. The Weekend
College student body is involved in student government, and students participate
in academic and extracurricular activities
such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
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 to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support
and are secondary to their teaching. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
Essential to the goals of Augsburg's
Weekend College 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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening or weekend schedule, making them accessible to
working adults. There are three trimesters
in each academic year, following the same
schedule as the Weekend College program.
-
14 About Augsburg
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
have an individual e-mail address and have
access to the Internet to facilitate the use
of technology in the learning and communication process. Further information may
be obtained from the Rochester program
website at <www.augsburg.edu/rochester>
or by calling the Weekend College
Admissions Office at 612-330-1101.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Augsburg is located just blocks away from
two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunnevramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library and the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admissions Offices-The Office of
Undergraduate Admissions for the day program is located on the first floor of
Christensen Center. The Weekend College
Admissions Office, Rochester admissions,
and the Graduate Studies Admissions
Office are located at 624 21st Avenue
South.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Public Relations and Communication.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications. The Office of
Undergraduate Admissions is located on
the first floor.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Fond du Lac Tribal College Center.
Edor Nelson Field-The athletic field,
located at 725 23rd Avenue South, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
-
About Augsburg 15
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
StepUP program. The Foss Center's lower
level is home to the Academic Enrichment
Office, which includes the Groves
Computer Lab, the Karen Housh Tutor
Center, and the John Evans Learning
Laboratory; and the Center for Learning
and Adaptive Student Services (CLASS)
program.
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community
The JamesC. Lindell Family Library
(1 997)-This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 21st Avenues, and by
Riverside Avenue and Seventh St.
The jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with its Office of Alumni and
Parent Relations, is located inSrmley's Point,
2200 Riverside Ave.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness Center,
and general auditorium purposes. The
Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973)-Named in
honor of Gerda Mortensen (dean of
women from 1923 to 19641, it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)Murphy Place is home to the three of the
four components of the Office of
International Programs- Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color -American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
HispanidLatino Student Services.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty
New Hall (1 999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
-About Augsburg
16
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, and various other program offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Smiley's Point (2000)-The Smiley's
Point building on Riverside Avenue, once a
favorite ice-cream parlor for Augsburg students, now houses the Institutional
Advancement and Community Relations
division, including the Development
offices and Alumni and Parent Relations.
Sverdrup Hall (1 955)-Named in
honor of Augsburg's fourth president, it
contains the Enrollment Center and
Academic Advising, as well as classrooms
and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
~ ~
of Mr. and Mrs. Andrew Umess, t h tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of t h e Third Age-In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
-
About ~ u ~ s b u r17
g
H POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
612-330-1023.
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.
ACCREDrrATlON AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Commission on Collegiate Nursing
Education
Council on Social Work Education
(B.S. and M.S.W.)
National Association for Music
Therapy, Inc.
National Council for Accreditation of
Teacher Education
National League for Nursing
Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Augsburg College is an institutional
member of the:
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
Council of Independent Colleges
(CIC)
National Association of Schools of
Music (NASM)
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, Minnesota Private College
Council, National Society for Experiential
ducat ion, and Campus Compact.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.o r p
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 16 percent represent the
Roman Catholic Church, and 18 percent
represent other denominations and religions.
Accreditation-The Higher Learning
Commission of the North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Accreditation Review
Commission on Education for the
Physician Assistant (ARC-PA). Approved
by the American Chemical Society,
Council on Social Work Education,
National Association for Music Therapy,
Inc., National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
Enrollment (Fall 2003)-3,172
dents from 29 countries.
W
Financial Aid-Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
CI
Library--Over 180,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
CI
School Year-Two semesters from
September to May, and two summer
school sessions. Augsburg Weekend
College-trimesters, September to June.
Augsburg Graduate Programtrimesters, September to June.
M
Majors-More than 50 majors in 35
departments and programs.
CI
Off-Campus Programs-The Office
of International Programs offers study
abroad programs throughout the
world, including Augsburg's own
Center for Global Education and
International Partners programs.
Augsburg is also a member of the
Higher Education Consortium for
Urban Affairs (HECUA).
CI
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
CI
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 andlor school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
stu-
Graduates-18,000 graduates from
1870 through August 2003.
Student/Faculty Ratio-15 to 1.
Undergraduate class size averages 13-17.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skywayItunneVelevatorsystem
provides access to 10 major buildings
without going outside.
Deqrees
- Granted-B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
A
ugsburg College is looking for students with intelligence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.--612-330-1001
or toll-free 1-800-788-5678. We'll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the first floor of the Christensen Center.
For Weekend College admission information, call 612-330-1 101.
DAY PROGRAM FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institution should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
Test ScoresFreshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred; results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations-Two letters of
academic recommendation are required.
References may use the Augsburg recommendation form in lieu of writing a letter.
If the applicant has been out of school for
several years, the form or letter may be
completed by a supervisor, employer, or
other person for whom the applicant
works.
Additional Information-If
there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
--
Undergraduate Admissions 21
On occasion, the Admissions Committee
may defer a decision on a candidate's admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decision-Augsburg College uses a "rolling" admissions plan. The first offers of admission
are made on November 1. After that, students are notified of the admissions decision usually within three weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
enrollment deposit to the Office of Undergraduate Admissions within 30 days of
their financial aid notification. Extensions
may be requested in writing to the director
of financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" enrollment deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit along
with the housing contract to the Residence
Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekendz.
Transcripts-Official transcripts from
all previous postsecondary institutions
should be sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
22 Undergraduate Admissions
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
W TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other colleges or
universities. College credit is granted for
liberal arts courses completed at regionally
accredited institutions with a grade of
2.O/C or better. Augsburg does not grant
credit for developmental courses, technical
courses, or courses with grades below
Z.O/C. The College reserves the right to
require that certain courses be taken at
Augsburg.
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equivalent to four semester hours or six quarter
hours. Transfer credits from semester or
quarter hour institutions are converted to
Augsburg credits by dividing by four or
six, respectively.
Augsburg College limits transfer credits
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches these credit limits,
no additional credits will transfer from
two-year institutions toward the 32
Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg
students should consult with their faculty
adviser and the Office of the Registrar
before taking courses at other institutions.
A cumulative grade point average
(GPA) of at least 2.5 (on a 4.0 scale) in
previous college work is recommended for
admission to the College.
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student's official transcripts. The registrar's office evaluates
coursework for credit and for applicability
toward Augsburg Core Curriculum
requirements. Academic departments are
responsible for evaluating the applicability
of coursework toward a student's major or
minor. The major or minor department
may require certain courses or a minimum
number of courses be taken at Augsburg.
Students transferring from the
Minnesota State College and University
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing following the Minnesota Transfer
Curriculum. A maximum of 16 Augsburg
equivalent credits (64 semester credits or
96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community
college.
2. All Augsburg Core Curriculum
requirements will be waived except:
REL 300 Bible, Christian Theology,
and Vocation Course
Senior Keystone Course
One Augsburg Experience
I
-
Undergraduate Admissions 23
-
Modem Language requirement (0-2
courses, depending on initial assessment)
One college algebra course ( W T
105) or Math Placement Group 3
One course that meets the
Quantitative Reasoning Graduation
Skill requirement
One course in the major that meets a
Writing Graduation Skill requirement
HPE 001 Foundations of Fitness or
one HPE lifetime activity course
(depending on transcript assessment).
This requirement is waived for students who have transferred two
equivalent courses
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or December
15 for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official tran-
script sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a.petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
Students who have graduated from
Augsburg who are returning to complete a
second major will not be awarded a second
degree unless it is a different degree from
the first awarded. Minors are not noted on
the transcript if they are completed after a
baccalaureate degree has been awarded.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-Undergraduate Admissions
24
INTERNATIONAL STUDENTS
International students are a vital part of
the Augsburg community. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and financial requirements. All applicants
must provide proof of financial solvency
Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1 for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free); e-mail
<admissions@augsburg.edu>;or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
I
I ) '
, .-' ,':,
.- ,
:I,
,
\
*
,
I
I
!
.
,
I4
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Full-time students-see
page 84.
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$20,260
This rate applies to all full-time students
attending in September 2004. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,460
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
audit policy on
Room Rent
(on average, includes basic
services) ..................................$ 3,100
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2004-05 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
763
..................$
2,980
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................4
2,900
....................$
2,650
Student Activity Fee ................S
180
ACTC Bus (full-time
students only) ..................$
18
Information Technology Fee ..$
300
Flex 5 point plan
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
$ 90
students) .................................
Late Registration .............................. $ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ................... $ 180
Extended Payment Plan Fee ............$ 50
-
Financial Information 27
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$2,460
Private Music Lessons, per semester
(14 lessons-.0 cr. or .25 cr.) ......$350
(14 lessons-.5 cr.) ......................$700
Student Teaching (per course
for full-time students) ..................$100
Student Teaching (per course
for part-time students) .................$150
Study Abroad (in approved
non-Augsburg programs) .............$350
Zero-credt seminar (part-time
students) .......................................$763
Fees Payable by Check/Cash
Application (new and/or
special students) ....................... .$ 25
Locker Rental ....................................$ 50
Student Parking Lot Permit
-car ........................................... $ 200
-motorcycle .............................. $ 100
Transcript Fee
Regular service ........................... .$
5
Next day .....................................$
8
On demand ................................. $ 15
Special Examinations,
Cap Q Gown Costs
(Schedule onfile in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to average
.OO per course.
H DEPOSITS
Enrollment Deposit
(non-refundable)
....................$
100
Required of all new students after
lcceptance. The enrollment deposit is credted to the students' account only upon
yaduation or withdrawal. Any net credit
lalance (after all charges and/or fines) will
]e refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages andlor fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
Application Fee (payable once,
non-refundable) ......................... $ 25
Tuition (per course) .........................$1,525
Tuition (per summer course 2004) ..$1,400
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 763
Lifetime Sports: Fee for Weekend
College Course ......................... ..$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 150
Nursing Clinical Fee ........................$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service ............................$
5
8
Next day ......................................$
On demand ..........................,......$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar .......................... .$ 763
Extended Payment Plan Fee .............$ 50
-Financial Information
28
PAY MENTS-DAY
PROGRAM
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options-Day Program(1) Semester payments, due August 15 and
December 15 as billed; (2) Extended
Payment Plan-an extended payment plan
is available each semester. Details are
included with the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Extended
Payment Plan-an extended payment plan
is available each semester. Details are
included with the bill for each term. (3)
Employer Reimbursement: students whose
employers reimburse them for all or part of
their tuition and fees may pay a $100
deposit per course credit at the start of the
term. The balance, which is subject to
finance charges until paid, is due 60 days
after the last day of the term. Students on
this plan must file an employer reimbursement application form each academic year.
The student is responsible for payment of
the balance should the employer not reimburse for any reason. If the employer offers
partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
-
~
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s1
. . and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
E m o h e n t Center. It must be filled out
completely, signed and turned in to the
Enrollment Center. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the
minimum deduction of $100 to cover
administrative costs) in accordance with the
terms of their housing conmact and/or the
appropriate tuition refund schedule.
-
-
Financial Information 29
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.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refwut
Amount
ReJund
Period
100%
Through the first 10 days of
classes (less $100 administrative
fee)
90%
From the 1l t h day through the
15th day of classes
80%
From the 16th day through the
20th day of classes
70%
From the 21st day through the
25th day of classes
60%
From the 26th day through the
30th day of classes
50%
From the 31st day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
tefund Policy: This policy applies to new
ind returning Weekend College students
who drop a portion of their scheduled
:ourse load. It also applies to students who
:ompletely withdraw from college and do
lot receive financial aid.
Refund
Amount
100%
Refund
Period
Through the Friday following
the first class weekend (less a
$100 administrative fee if withdrawing from the current term
entirely)
80% Through the Friday following the
second scheduled class meeting
60% Through the Friday following the
third scheduled class meeting
40% Through the Friday following the
fourth scheduled class meeting.
No refund after the fourth scheduled
class meeting.
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. Please 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.
Rochester Program and United Hospital
Program Refund Policy: See the published
refund schedule for your program.
Federal Return of Funds Policy: This
policy applies to students who have completed at least one full term, withdraw
from all courses for the current term, and
receive federal Title IV financial assistance
(including Pell Grant, SEO Grant, Perkins
Loan, Stafford Loan, Parent PLUS Loan).
The Return of Funds Policy is based on a
percentage derived from the number of
days attended divided by the number of
days in the term.
-
-
30 F~nanc~al
Information
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
attendance. Proof can include, but is not
limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at
another college or university If approved,
grades of W will be recorded and charges
for the term dropped. The administrative
cancellation fee is $300.
MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal percentage plus one-half of the
percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment. Requests for medical refunds should be made through the
Financial Petition Committee.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the enfire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Enrollment
Center.
A student who registers, does not
attend any classes, and does not withdraw
may petition to withdraw retroactively. The
student must petition within six months of
the end of term and provide proof of non-
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2003-2004 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family Financial aid supplements
student and family resources.
-
Financial Information 31
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at <www.fafsa.ed.gov>.Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at <www.fafsa.ed.gov>.
Be sure to include the Augsburg College
code, 002334, on your application. Submit
your application to the processing agency
after Jan. 1. Applications must be filed by
April 15 for priority consideration.
3. Complete the current year
Verification Worksheet, available at
cwww.augsburg.edu/enroll>,and submit it
to the Enrollment Center.
4. Submit copies of federal tax forms
For the preceding year (e.g. tax year 2003
to be considered for financial aid for 20042005). Tax forms are required for the stulent and parents of dependent students, or
spouse of student if filing separately.
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
SubsidizedIUnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the Enrollment
Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
H KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
32 Financial Information
Academic Excellence Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must have a 3.7 or
higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or
greater). Separate applications are required.
The application deadline is February 1.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA. Call
Undergraduate Admissions for info., 612330-1001.
Achievement Scholarships
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1 for fall or Dec. 1 for spring.
Selection is based on high school GPA and
national test scores.
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1 for fall or
Dec. 1 for spring.
Augsburg Legacy Award-These
scholarships provide tuition benefits to
full-time day students working toward
their first bachelor's degree who are children, grandchildren, or spouses of
Augsburg graduates; siblings of current
Augsburg students; children or spouses of
current ELCA pastors. Deadline: May 1 for
fall or Dec. 1 for spring.
Science ScholarshikThese scholarships are awarded to incoming freshmen
who are in the top 30 percent of their
high school class or ACTISAT test score,
majoring in chemistry or physics at
Augsburg. Deadline: Accepted for admission by May 1.
Augsburg AmeriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Minority Encouragement Program
Scholarship-The Minority
Encouragement Program Scholarship recognizes freshmen who have graduated
from a St. Paul public high school in good
standing and who participated in their
school's Minority Encouragement Program.
MEP students are assured of receiving a
minimum award of $5,000 per year upon
admission to Augsburg College.
Application deadline is May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize
incoming freshmen and transfer students
with demonstrated scholarship and a
record of, andlor potential for, leadership.
Eligible students must be full time in the
day program and have the recommendation of the appropriate Augsburg Ethnic
Student Services program director and
another individual knowledgeable about
the student's extracurricular activities. The
application deadline is May 1. For more
information and an application, contact:
American Indian Student Services,
612-330-1144
Hispanic-Latino Student Services,
612-330-1309
Pan-Afrikan Student Center, 612-3301022
Pan-Asian Student Services, 612-3301530
Financial Information 33
Performing Arts S c h o l a r s h i v
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 1.
Minnesota State Scholarship a n d
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Lutheran Congregational
Scholarship Program
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
PRIME Scholarships (Paired
Resources in Ministry a n d Education)
-Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is
February 1.
CALL Scholarships (Congregations
and Augsburg support Lutheran
Leaders) -Augsburg College CALL
Scholarships recognize incoming students
of high academic achievement with a
demonstrated record of leadership within
their Lutheran congregations. Augsburg
will provide a double match of congregational grants or scholarships up to $750
($2,250 maximum award) for students
who meet the leadership criteria as specified on the application. The awards are
renewable, depending on the class level at
entry point (i.e., a new entering junior will
have two years of eligibility). Final selection of CALL Scholarship recipients is
made by the College. Deadline for application is February 1.
Gift Assistance (Need-Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility
academic record, and participation in
extracurricular activities in school,
community, and church.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2003-04 is $4,050.
Bureau of Indian AffairsITribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairnribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
34 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1. Interest is capped at
8.25%.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsfieniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of check disbursement at a
variable interest rate not to exceed 9 percent and a minimum payment of $50 per
month. Application forms are available at
Augsburg College Enrollment Center or
the lending institution.
-
Financial Information 35
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty, staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship* ,
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Kopp Investment Advisors Presidential
Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship*
36 Financial Information
SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
David J. Formo Memorial Scholarship*
The Grace Scholarship*
David Gronner Memorial Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hoversten Peace Scholarship*
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Wells Fargo Scholarship
CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial
Scholarship*
C. A. L. and Esther J. E. Anderson
Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship*
Corinne and Herbert Chilstrom
Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
Dave Hagert Memorial Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Lee Family Scholarship*
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Pastor Carl 0 . and Edith W. Nelson
Memorial Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Russel and Virginia Smith Scholarship*
Roy C. and Jeanette Tollefson Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship*
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
I
-
Financial Information 37
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
KerridgdMueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Harold B. and Laura M. Lanes
Scholarship*
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Malcom and Maybelle Estrem
Scholarship*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship*
38 Financial Information
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Pederson Samuelson Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. P A. Sveeggen Memorial Scholarship*
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship*
Paul Dahlen Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
James P Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics
Floyd \! and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs*
Modern Languages
Emil M. Fossan Modem Language
Scholarship*
Mary E. (Mimi) Johnson Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Beth Halverson Violin Scholarship*
Kay Halverson Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Heam Violin Scholarship*
Hanwick Thanksgiving Scholarship*
Financial Information 39
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Robert Karlen Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Catha Jones Memorial Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . ~ o w e r - ~ d r d Male
k a ~ Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W and Edith B. Norberg
Scholarship*
St. John's Lutheran Church-John Nonis
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Nursing
Augsburg Nurses Alumni Association
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physician Assistant
Alne Swensen Scholarship*
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Martin and Sylvia Sabo Scholarship*
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Financial Information
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Elias F! Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Phyllis M. Baker Memorial Scholarship*
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo F: Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
E
xperiences in the classroom are an
important part of college life, but learning
and develo~ment"'0 occur in formal and
informal activities of the Colleg'e and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staffhave
officesin the F ~~ ~~ b
~~ ~, i Center
~ kl , ~
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program assists students in this
journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the
College. Exploring Our Gifts also provides
resources to encourage students to explore
Christian ministry Contact the director of
Exploring Our Gifts for further information about the program.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
several committees. Elections are held in
the spring for the next year. Freshmen
elect their representatives in the fall of
their first year. Many kinds of involvement
are possible-program planning, writing,
editing, or service opportunities. If you
want to get involved, contact the president
or vice president of the student body in
their offices in the lower level of the
Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, speakers, and visiting personalities
in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (student lounge) is a popular hangout located in the lower level. Many of the
clubs that unite classroom and non-classroom related interests meet here. Student
offices in this area include the College
newspaper, the Echo; the yearbook, The
Augsburgian; Student Government; the
community senrice organization, the LINK;
and the Augsburg Student Activities
Council (ASAC).
--
Student Life 43
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
4 4 Student Life
7
SPORTS AND RECREATION
At Augsburg, sports are for all students
as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 56.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 18 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for con-
tent tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
SERVICES FOR STUDENTS WITH
DISABILITIES
Center for Learning and Adaptive
Student Services (CLASS)-The Center
for Learning and Adaptive Student Services
(CLASS) provides individualized accommodations and academic support for students with documented cognitive, psychological, and neurological disabilities.
CLASS has been recognized as a leader in
its field, helping these students gain full
access to the college cuniculum. Its mission is a reflection of Augsburg's commitment to providing a rigorous and challenging, yet supportive, liberal arts education
to students with diverse backgrounds,
preparations, and experiences.
Students who qualify for assistance
from CLASS work directly with one of our
disability specialists to develop an appropriate educational plan. These plans may
include:
Accommodations for testing and
classroom (e.g., extended time, notetaking)
Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
-
Student Life 45
Use of assistive technology through
the Groves Computer Laboratory
Individual meetings (weekly or occasional) with a specialist for assistance
with academic, organizational, and
time management skills
CLASS specialists may also consult
with instructors, academic advisers, and
other members of the college faculty, staff,
or administration to ensure that students
have every opportunity for success. Taking
advantage of those opportunities, however,
remains the student's responsibility.
These services are available to any
Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the
Guidelines for Documentation of a
Disability can be obtained by contacting
the CLASS Office. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to
help students determine whether they
should seek a thorough evaluation by a
qualified professional.
These services are made possible in part
through endowment support provided by
the Gage Learning Disabilities Program
Endowment and the Groves Foundation.
Access Center-The Access Center
provides support and specialized services
to students with documented physical disabilities. The goal of the Access Center is
to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the
educational experience at Augsburg
College. Areas of assistance include but are
not limited to:
*Individual meetings with the physical
disabilities specialist on a regularly scheduled basis
-Assistance with organization and time
management issues
-Academic advising and registration
-Housing assistance
-Advocacy with faculty and staff
-Assistance with community support
services and other non-academic issues
The Access Center also provides academic accommodations for students. These
include providing note takers, taped texts,
typing of papers, sign language interpreters, and adaptive physical education
courses. Adaptive technologies available
through the center include Braille translating software, a Braille printer, CCTY TTY,
Jaws, and speech recognition software.
Through a system of skyways and tunnels, the majority of the Augsburg campus
is accessible to those with mobility impairments ensuring access regardless of the
weather. There are a variety of modified
and fully .accessible rooms available in the
residence halls.
TRIO PROGRAM
TRIO programs are federal grant programs funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO/Student Support ServicesStudent Support Services (SSS) is a TRIO
program designed to help students persist
in college and graduate in a timely manner.
The program serves students who are lowincome, first-generation college students
(neither parent has a four-year degree) and
students with disabilities to develop the
skills and motivation necessary to successfully pursue and earn a baccalaureate
-
-
46 Student Life
degree. Participants in TRIOISSS must also
be U.S. citizens, permanent residents or
refugees, must demonstrate academic need
for program services, and be committed to
succeed in college.
Augsburg TRIOIStudent Support
Services serves 120 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIOISSS typically admits 25 new students to the program each year.
Major components of the Augsburg
College TRIO/SSS program include:
*Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
*Academic program planning, including pre-registration for each term, major
and career decision-making, and extended
four-year planning
*Financial aid counseling and education
*Academic progress monitoring, weekly
progress meetings for students on academic probation
*Academic success workshops, group
academic skill development
*Student leadership development and
opportunities for conference travel
*Social and cultural activities and student-led events
*Summer Bridge program including
free summer-term college coursework,
academic seminars, adjustment-to-college
workshops, and advising for a small group
of incoming first-year students
*Need-based scholarships for first- and
second-year students actively participating
in TRIOISSS
*Program-sponsored tutoring, academic
learning communities and supplemental
instruction in select academic subjects
Students may apply for TRIOISSS any-
time after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIOISSS Advisor, please contact TRIOISSS
program staff at 612-330-1311.
STEPUP PROGRAM
The StepUP Program is an Augsburg
College program for men and women in
recovery from addiction to alcohol and
other drugs who are pursuing their college
education. The StepUP Program concurrently supports Augsburg students in their
academic studies and their recovery.
The StepUP Program offers separate
chemical-free housing accommodations,
advocacy with faculty and staff, weekly
individual support meetings with the director or assistant director, referrals to campus
services, and extracurricular team building
and community activities.
Requirements for admittance into the
StepUP Program include an agreement to
live in StepUP housing, a minimum of six
months continuous sobriety, and a commitment to a 12-step abstinence-based
recovery program.
StepUP promotes the vision of belonging and being at peace with oneself, while
respecting the hard work of personal
growth. We encourage students to create
friendships and form bonds, some of
which will carry throughout a lifetime.
StepUP celebrates recovery in community as a normal part of personal growth.
Students are challenged to take responsibility for themselves and their decisions while
maintaining a healthy respect for the disease of chemical dependency. StepUP students join together for mutual support and
to help one another access additional
opportunities outside of StepUF!
-
Student Life 47
HISPANICILATINO STUDENT
SERVICES
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
leam about their heritage
Provides opportunities for the campus community to leam about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school districts, intended to increase the number of
American Indian teachers in these districts.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one fifth of the loan will be
forgiven.
The Hispanic/Latino Student Senices
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, scholarships,
orientation and registration, academic
planning, career counseling, housing,
internships and employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanid
Latino students and provide awareness of
the unique aspects of Hispanic culture.
PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
48 Student Life
PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
"One Day in May" when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
licensed psychologists. Services include
individual counseling, group counseling,
psychological testing, assessment and referral, workshops, and consultation and outreach.
Students may discuss personal issues
such as stress, depression, roommate problems, intimacy and sexuality, drug use,
motivation, transitions, family issues, selfimage, difficult decisions, eating concerns,
grief and loss or other issues with the psychologist. Professional counseling can
make a substantial contribution to the educational experiences of the student by providing the opportunity for increased selfunderstanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
HEALTH INSURANCE
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may purchase a
student policy by contacting the Center for
Counseling and Health Promotion for
more information.
HEALTH CLINIC SERVICES
The College offers basic health care services to students through a contract with
UFP-Smiley's Clinic. These services are
limited. For students without health insurance, Smiley's Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
I
Student Life 49
7
any kind are not covered through the contract between Augsburg and Smiley's
Clinic. Students with health insurance can
also access Smiley's Clinic for a variety of
clinic or other health services. A student's
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
#
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
FITNESS CENTER
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center; some hours are
reserved for classes.
ISlrs mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
*Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
*General advocacy for international
students
*Advising the International Student
Organization
*Facilitating intercultural skill building
sessions for students, faculty and staff
*Celebrating diversity of cultures by
increasing awareness of internationavintercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment
to a new culture and education system.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 66.)
50
Student Life
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to
complete their degrees. Residence life staff
are on hand to help students become
acquainted with life at Augsburg through
social and educational events. They are
also ready to assist students who need help
or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls also earn higher grades and
gain greater satisfaction during their college career. Numerous events are planned
to welcome students to the community
including dances, movie nights, coffee
house concerts, and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This nine-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms may
be available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
New Hall-Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
-
Student Life 51
Special Interest Housing-Special
Interest Housing is available to students
who are interested in creating a
living~learningenvironment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-up
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Student Affairs.
OFFICIAL NOTICES
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plan who live in residence halls eat their
meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student's Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review
the A-Mail, published on-line, and available in hard copy at locations throughout
campus.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
52 Student Life
official personnel (faculty and administration) at Augsburg. This means that faculty
or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the Office of the Registrar.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
General Information - 54
Degrees Offered - 54
Academic Calendar - 54
-
I
r
7
~ibra6
and Information
Technology Services - 55
Academic Advising - 56
T
Academic Organization
and Programs - 56
Divisions and Departments - 56
Majors and Minors - 56
Teaching Licensure - 60
Pre-Professional Programs - 60
Honors Program - 61
Inter-Institutional Programs - 62
Study Abroad - 63
Center for Service, Work, and
Learning - 66
Graduate Programs - 68
Other Programs - 70
I
Academic Policies and
Procedures - 70
Registration - 70, 73
Crossover Registration - 72
Withdrawal from College - 73
Student Standing/
Petition Process - 74
Re-Admission - 74
.
-
Graduation Requirements - 75
Graduation Requirements- 75
Liberal Arts Foundation - 77
Skills Requirements - 78
Quick Check Summary of
Graduation Requirements- 82
--
Evaluation and Grading - 80
Explanation of Grades - 80
Assessment of Previous Learning
Program - 85
Academic Progress, Probation
and Dismissal - 87
Dean's List - 87
Latin Honors - 88
Commencement - 88
Four-Year Assurance Program - 89
m
$
L
'
C
B
h
h
-
FERPA - 89
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
H DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
H ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 70 and Calendars on
pages 4-7.)
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours. (Refer
to the program schedule for weekday
evening meeting times.) Students may take
from one to four classes each term.
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
Augsburg offers two summer school sessions. A maximum of four course credits
(two per term) can be earned in the two
five-week-long summer sessions. The
Summer Session Catalog is published in the
winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for Physician
Assistant Studies. (See Graduate Programs
on page 68.)
--
Academic Information 55
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particu-
larly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 180,000 volume
main collection, the Lindell Library
includes the Gage Family Art Gallery, special collections and archives, curriculum
library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and
listening. A skyway links the building to
Sverdrup Hall (the former library), which
has undergone renovation to house the
Enrollment Center, as well as additional
computer labs and multimedia classrooms,
a lounge, and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
labs and five computer classrooms, as well
as 80 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network provides access to
AugNet online services as well as support
for printing and internet access.
Appropriately equipped student-owned
machines can also be connected to the network to provide access from dormitory
rooms.
56 Academic Information
7
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
ed 12 or more credits, students are
required to declare their major and select a
faculty adviser by filling out a Major
Declaration Form and returning it to the
Enrollment Center. All day students are
required to meet with their academic
adviser prior to registration. All students
are encouraged to meet with their faculty
adviser as often as is necessary.
DIVISIONS AND DEPARTMENTS
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING
Academic Advising orients new day and
Weekend College undergraduate students
to the academic policies and procedures of
the college and assists students on initial
course selection. This office also provides
interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements,
provides degree-planning materials, and
answers questions on student academic
progress. Academic Advising functions as a
supplement to the faculty advising system
at Augsburg College.
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have complet-
The College curriculum is offered by 24
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts a n d Humanities-Art,
communication studies, English, history,
modem languages, music, philosophy, religion, theatre arts, College librarians.
Professional Studies-Business
administration, education, health and
physical education, nursing, physician
assistant studies, social work.
Natural a n d Social SciencesBiology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The college requires students to declare
a major by the end of the sophomore year,
and earlier in some disciplines. Details of
majors and minors are in the course
description section. Unless otherwise indi-
-
-
Academic Information 57
cated, majors are part of the bachelor of
arts degree.
2. Develop a student-designed major
program proposal that includes:
Student-Designed Major
a. A statement of learning goals and
objectives.
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student's proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supportmg letters of approval to AAC. Supporting
letters should assess BOTH the student's
~bilityto complete the proposed major and
:he validity and value of the proposed
najor, including (in at least one of the let:en) the proposed capstone course. The
tdvisers' signatures and supporting letters
.epresent their approval of the program,
ncluding the capstone course, and their
:ommitment to oversee the student's
xogress.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated
with a college major Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point andlor prepares one for further study In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the AAC
Chair. The student will be informed of the
date that AAC will hear the proposal. The
student and advisers, one of whom must
attend, will be invited to a meeting if AAC
has questions.
58 Academic Information
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
Listings that are shadedire offered
through both the day progran1 and
Weekend College. Weekend (Iollege
students may choose a major offered in
the day program if t hey wish. They ma)7
take as many courst:S as possible throu)~h
Weekend College, tlhen finish the majo~
r as
--*
-L-- -- -4a day program studr11~.
r i L I I ~ I I ~U
C
I plogram is allowed once each academic year.
A
--a
General Communication Studies
Mass Communication
Organizational Communication
Rhetoric
Human Relations
" "--'--'kg Communications
:elations and Advertising
;ory Management
C U ~ L ~ ~Science
U L C (B.A.
~
or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
~omputational~conomics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B:S.licensure)
Special Education: EmotionaYBehavioral
Disabilities (WEConly)
.
-.
Secondary (non-major, licensure only)
Engineering 2
English
Film
Finance
Health Education (B.A. or B.S.)
History
International Relations
International Business
~ a n a ~ e m e1nformation~Systems
nt
Marketing
Mathematics (B.A. or B.S.)
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
-
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business-~dministration
Economics/Business Administration
--International~usiness
Management
Music Business
Chemistry (B.A. or B.S.)
Clinical Lab Science (B.S.)
- ~ c k i m u n l ~ a t i oStudies
n
Communication Arts/LiteratFe
(Teacher Licensure Major)
-1.-
7
'
usic
Music (B.A.)
Music Business Concentration (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
ordic Area Studies
ursing (B.5.-Weekend College only)
hilosophy
Computational Philosophy
hysical Education (B.A. or B.S.)
hysics (B.A. or B.S.)
Solid State Physics (B.S.)
Space Physics (B.S.)
olitical Science
Political Science/Economics (Teacher
Licensure Major)
sychology
Social Psychology
eligion
YOU t h ' K d x m i l y K4iZisRussian, Central and East European Area
Studies 1
~ c ~ W ~ r k ~ ~ ~ )
oclology
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Gtudent-Designed
heatre Arts
Dance and Theatre (Teacher Licensure
Major)
Women's Studies1
ccounting
merican Indian Studies
Lrt
Architecture
Art History
Studio Art
liology
iusiness Administration
:hemistry
:ommunication
-
Academic lnformation 59
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
International Relations
Leadership Studies
Management Information Systems
Mathema tics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth andPFamily~ k i s t r y
Sociology
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
-
-
60 Academic Information
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technologcal University.
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Twin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middleschool
education with subject area specialties in
one of the following: mathematics, science,
communication artsAiterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle schoolhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
music (K-12), physical education
(K-12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information.)
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work ;losely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses:
-
-
Academic Information 61
BIO 113, 114,215; PHY 121,122; CHM
115, 116 (or 105, 1061,351,352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
jtudents'with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
zourses, including ENG 111; CHM 115,
116 (or 105,106); CHM 351,352; BIO
113,114,215,369; MAT 145,146; PHY
121, 122. Courses recommended in prepa:ation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, Pre'hysician Assistant, a n d Pre-Physical
rherapy-Coursework in preparation for
hese programs should be discussed with a
aculty member in the Department of
3iology.
Pre-Pharmacy-Augsburg has a pro;ram designed to fulfill minimum
,equirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
1061,351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
HONORS PROGRAM
The Honors Program is rooted in the
Augsburg Core Curriculum. As such it is
shaped by the themes of Vocatio
(Vocation), Caritas (service and leadership); and citizenshipin a diverse world,
both locally and globally. The Honors
Program recasts this distinctive mix by
underscoring the public uses of knowledge, by recognizing that intelligence
expresses itself in many ways, and by
embracing an intentional interdisciplinarity
in its curriculum. While celebrating the
signature elements of the Augsburg Core
Curriculum, the Honors Program transpos-
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62 Academic Information
es them to a new key, even a kind of academic jazz, in which committed students are
encouraged to traverse new domains and
improvise novel themes appropriate to new
circumstances.
The Honors Program is a community of
people who are committed to achieving an
exceptional education by exploring the
many dimensions of fundamental ideas.
Fundamental ideas such as "all people are
created equal" and "all knowledge begins
with experience" shape our construction of
the valuable, our deliberations regarding
the ethical, and even our identification of
the factual. Honors education believes that
when we engage freely in Socratic dialogue
about knowledge and wisdom, we find our
noblest calling as people.
The Honors Program strives to provide
an enriched environment in which the pivotal questions of human experience can be
explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to
new ~roblemsthat emerge in dynamic,
worldwide markets and evolving political
realities. In fact, graduation from the program is advantageous for graduate school
admission or career placement.
Contact the director for information
about the Honors Program curriculum.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester at one of the
other campuses. This program is open to
sophomores through seniors. No additional
fee is required for such an exchange,
except for private instruction in music or
approved independent studies. Students
may elect to participate in the cooperative
program to gain new perspectives, to get
better acquainted with the other schools,
or to undertake a specific course or major
not offered on the home campus. A regularly scheduled bus shuttles students
between the campuses.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (H ECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the Office of the Registrar.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
he University of Minnesota under an
greement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
he Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
or graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
4 OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are talung advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examme prospects for peace in Northern
Ireland, study geology and ecology in
Vonvay, have a paid corporate internship
n Germany, or thrill to the sounds of The
Magic Flute at the Viennese state opera
louse. Study abroad provides opportuniies to develop critical thinking skills,
itrengthen language competencies, further
:areer paths, experience different cultures,
tnd gain knowledge about the increasingly
nterdependent world.
Icademic Requirements and Credit
Study abroad is an integral part of sev:ral majors at Augsburg and will add an
ntemational dimension to any academic
Irogram. Courses abroad can fulfill major,
iugsburg core cuniculum, and graduation
equirements when approved by academic
~dvisersand department chairs before
leparture. Any approved study abroad pro-
Academic lnformation 63
gram will also fulfill the Augsburg
Experience.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and personal
lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required for all study
abroad programs. Since it takes some time
to prepare for studying abroad, students
should start planning during their freshman and sophomore years.
The application deadline for spring
term, non-Augsburg study abroad programs is September 30 and for summer
session, fall term, and year long, nonAugsburg study abroad programs the application deadline is March 1.The application
deadlines for Augsburg programs are listed
below for each program. Please contact the
study abroad advisor in the Office of
International Programs for deadlines on
summer and short-term study abroad
courses.
Costs a n d Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
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64 Academic Information
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars-from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political and cultural
issues in Mexico and El Salvador; explore
the interconnectedness of race, class, and
gender; learn first hand from both women
and men who are involved in struggles for
sustainable development and social
change. The program offers credit in religion, political science, women's studies,
and Spanish. Internships and independent
studies are also available. The program
begins with a one-week seminarlorientation in the U.S-Mexico border region and
ends with a two-week seminar in El
Salvador. Students stay in guest houses
while traveling, spend approximately six
weeks in Augsburg housing, and 4-6 weeks
living with Mexican host families.
Prerequisite: one college-level Spanish
course or its equivalent. Application deadline: April 1.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) -Fall
or Spring
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southem Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
apartheid and colonialism, they are faced
with the challenges posed by today's world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Application deadlines are April 1 for the fall semester, and
October 15 for the spring semester.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) -Fall or Spring
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women's studies, and economics. Students
spend the first five weeks in Guatemala,
Academic Information 65
the next four weeks in El Salvador, and the
final six weeks in Nicaragua. Prerequisites:
one college-level Spanish course or its
equivalent is required, and coursework in
macro Lnd microeconomics is strongly recommended. Application deadlines: April 1
for fall semester, Oct. 15 for spring semester.
Social and Environmental Justice:
Latin American Perspectives (Mexico)
-Spring
This is an intensive program of study
and travel that explores socioeconomic and
political issues with a focus on the impact
of environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Students will examine
the ethics of land distribution, environmental racism, ecofeminism, social change,
and the complexity of gender; class, race,
and ethnicity in Latin America. Credit is
available in Spanish, history, political science, religion, and women's studies.
Internships and independent studies are
also available. The program includes a twoweek seminar in Chiapas and Guatemala.
Students stay in guest houses while traveling, spend approximately six weeks in
Augsburg housing, and six weeks living
with Mexican host families. Application
deadline is October 15.
Social Work in a Latin American
Context (Mexico)-Spring
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks. Application deadline: September
15.
International Partners
International Partners offers a broad
range of learning opportunities in Norway
and Germany. Students can choose from
several options: group programs, "tailormade" individual study programs, and
practical professional experiences that may
include a paid internship. Program length
varies from ten days to two semesters. All
course work is in English. Some travel
scholarships are available. For further
information contact the International
Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in full semester programs
in Norway, Ecuador, Ireland, Guatemala,
and the Twin Cities. All programs emphasize the impact of civic engagement, social
change and cross-cultural factors on the
human community HECUA programs
emphasize intense language experience,
internships, andlor field study
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
66 Academic Information
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Northern Ireland: Democracy and
Social Change- Spring
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Student Teaching Abroad
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMoms. Additionally, International Partners
has student teaching options available in
Norway. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
~ u g s b u application
r~
deadline: Oct. 15.
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Offerings
include Summer Session I in Mexico via
the Center for Global Education. Contact
the study abroad adviser in the Office of
International Programs for the most current list of programs.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource cen-
.
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Academic Information 67
ter incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg's metropolitan
location through the highly successful service-learning, internship, and career planning programs that link the College's academic programs to community organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The underlying assumption is that a
liberal arts education is an effectivepreparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection, on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers, volunteering at homeless
shelters, Habitat for Humanity, and community centers, or working with cultural
and environmental groups.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Academic Internships
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 80.
A maximum of four courses of intemship may count toward the total courses
required for the degree.
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68 Academic Information
Cooperative Education
Cooperative Education is a non-cre&t
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation, set learning goals and
evaluate their experience. The director of
the Center for Service, Work, and Learning
supervises co-op transcript notation work
experiences. Academic internships and
cooperative education may be used to fulfill the Augsburg Experience graduation
requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is often times viewed as an important part of a student's development while
attending college. To aid in this process,
career staff provide career related assessments, one-on-one career planning and
coaching, and assistance with choosing
majors, locating internships, preparing for
job searches and graduate school applications, and making connections to community and alumni resources.
GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: the Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, Master of
Social Work. Catalogs for each degree pro-
gram should be consulted for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: EBD.
Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate
coursework. Students can then apply their
graduate level licensure courses to complete a master's degree program. Students
will complete their master's degrees
through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed
teachers also can pursue special education:
E/BD licensure at the graduate level. The
program is available through the Weekend
College schedule, and the admissions
process begins with the Weekend College
Admissions office. Two new licenses will
be in place by Fall 2004-Reading (K-12)
and Special Education LD. The special
education LD license is available either as
an initial license or as an additional license
for licensed teachers. The reading license is
offered as an endorsement to an existing
license. For further infomation about the
programs, contact the Education
Department or the Weekend College
Admissions office.
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 at 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 operates on alternate Saturdays.
I
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Academic Information 69
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), andfor Transcultural Nursing
through the Transcultural Nursing Society
(TCNS). Classes meet on an immersion
schedule (every other week or once per
month) that may include weekday
evenings and Saturdays. Web-enhanced
pedagogies are used for all classes. The
Master of Arts in Nursing Program is
accredited by the Commission on
Collegiate Nursing Education in accordance with its accreditation standards and
procedures.
The Master of Business
Administration is designed to give students mastery of the tools and principles
needed for career advancement and business success. Designed to be completed in
21 months, the program offers a cohort
format, encouraging small-group collaboration with a high level of personal attention
from faculty. Field-study projects enable
students to apply classroom learning to the
business environments.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Social Work prepares
students for entering advanced social work
practice. The program builds on the liberal
arts base of the College and supports the
College's mission to nurture future leaders
in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
-Academic Information
70
OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
Twin Cities Public Television (TPT), and
the Midwest Regional Office of the College
Board. Augsburg College is a Lifelong
Learning Partner with the ELCA.
Contact the Office of Continuing
Studies at 612-330-1406 for information
about current and upcoming programs.
Canadian Program
The Canadian program was inaugurated
in 1985 with endowment from the Mildred
Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals
of the program include community involvement, increased awareness of the importance of Canadian/U.S.relations, and provision of opportunities to learn directly from
Canadians through visits and exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
(Note: For individual study, call the
Admissions Office at Augsburg College at
612-330-1001.)
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 3:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
II REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
a total of 5.5 course credits without peti-
--
Academic Information 71
tioning. All overload registrations must be
done in person at the Enrollment Center.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs). Auditing classes over the 4.5 overload limit will also incur a tuition charge.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. The Day program
calendar and the WEC school calendar are
both available through the registrar's web
page.
Day students may add individual classes to their current schedule or withdraw
without notation through day 10 of the
term. The signature of the instructor is
required to add a class after the fifth day
From day 11 through day 20, students may
still petition the Committee on Student
Standing for permission to add a class.
There is a fee for this petition. Day 20 is
the last day to petition for adding a class.
Students registered for day program
Time l/Time 2 (Tl/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under "Combined Academic
Calendars" at <www.augsburg.edu/enrolV
registrar>.
Weekend College students may add
individual classes to their current schedule
or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
is the Thursday prior to the second class
weekend.
Students registered for Weekend
College Tl/T2 courses may add or withdraw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
Students registered for Rochester Tl/T2
courses may add or withdraw without
notation through the Monday after the first
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Some late course registrations may be
subject to additional late fees.
72 Academic Information
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center-612-330-1046
Academic Advising412-330-1025
Office of Weekend College-412330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, full-time students may
register for up to 1.0 credits per term outside their home program. Enrollment will
be based on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, bill be considered full-time and will be charged the
full-time day program tuition rate. A W C
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter. WEC and Spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5 .
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the regispar's office
web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by web.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program (an exception is made for AAC-approved courses in
the Department of Nursing and the joint
B.A. AccountingMAL). Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered.
Change of Program
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
-
-
Academic Information 73
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming freshmen and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College students may register
during the designated time prior to the
start of each term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar for specific dates.
Day students will be able to register only
after meeting with their faculty adviser.
The Enrollment Center is also available to
process regismation forms. Note: Web registration may not recognize prerequisites
fulfilled by transfer work. In these cases,
please process your registration at the
Enrollment Center.
Once the open registration period ends,
returning students registering for the first
time for the coming term will be assessed a
late registration fee. The Enrollment
Center will process all registration forms
after the Web closes.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar's Web page. Withdrawal from
the College cannot occur during final
examination week unless a petition is
approved by the Committee on Student
Standing. Withdrawal from college and any
consequential adjustments in accounts are
effective as of the date the Withdrawal
from College form is returned to the registrar's office.
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of orders.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise from a failure to
note attendance on the transcript, and also
indicate that the withdrawal was outside of
the student's control.
Alternatively, the college supports faculty in enabling students who are called to
active duty and have substantially completed a course, to assign a grade based upon
the coursework completed, or work out an
"incomplete" agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
andlor the Office of Academic and Student
Affairs as soon as possible so the College
can notify all parties and aid in this
process.
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74 Academic Information
Student Standing Committee
The Student Standing Committee deals
with requests for minor exceptions to academic policies and procedures. Typically,
the Committee reviews requests for:
Changes after registration deadlines
(adding, withdrawing, or grade option
changes)
Note: Petitions for an exception to the
published registration deadlines will
require a $50 petition fee attached to the
petition. This fee is non-refundable regardless of the outcome of the petition.
Extending time for an incomplete.
Permission to take a course overload.
Minor exceptions or transfer course
substitutions for academic requirements.
In addition, the Committee reviews students' transcripts in determining academic
probation or dismissal from the College on
academic grounds. The Committee also
hears appeals from students who have been
dismissed for academic reasons.
The Committee reviews student
requests for readmission to the college
after dismissal or returning after leaving
while on probation.
The Committee typically meets every
other week throughout the school year
(September-April),and once a month during summer.
Note: Petitions involving adding or
dropping courses/withdrawing from college after the deadline must be submitted
within six months of the published registration deadline for the term involved.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar's Web page: <www.augsburg.edul
enroll/registrar/index.html>.
Step 2: Fill out the petition form completely Include documentation for illness.
Have your advisor, instructor, or department chairs sign and add comments concerning your request. Petitions without
comments from faculty will be returned for
completion.
Step 3: Return the completed petition
form to the Office of the Registrar1
Enrollment Center, include signed
drop/add form and $50 check if applies.
Step 4: A copy of the petition with the
Committee's decision is returned to the
student's campus box after the committee
meets
Re-Admitted Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. The election to complete a
degree under a new catalog must be submitted in writing to the registrar's office.
Some departments will not accept coursework taken more than seven to ten years
ago. Students must meet all of the requirements in effect under the catalog they
choose. Choosing to complete graduation
requirements under the current catalog
will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog
requirements.
Students who graduated from Augsburg
who are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Minors
are not noted on the transcript if they are
completed after a baccalaureate degree has
been awarded.
--
Academic Information 75
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar's office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special
Students (Second Degree).
Each student must apply for graduation at the end of his or her junior year.
Students should apply before the start
of their last academic year to confirm
remaining graduation requirements.
Application forms are available at the
Enrollment Center or on the registrar's
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar prior to the anticipated date of graduation (there may be no
incompletes or open courses on the academic record).
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
1. Completion of 32 course credits
-No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) - 14;
music education (B.M.) - 17; music performance (B.M.) - 14.5; music therapy (B.S.)
- 17; and social work (B.S.) - 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two P/N
graded courses. Each department sets its
own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum-Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
76 Academic Information
5. Residence-The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar's office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
THE AUCSBURC CORE
CURRICULUM
The Augsburg Core Cumculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a cumculum
that:
Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
Calls for common inquiry into questions of Christian faith and the search for
meaning; and
Cultivates the transformative discovery of, and appreciation for, one's place of
leadership and service in a diverse worldvocatio and caritas.
The curriculum has three major components:
The Augsburg Signature Curriculum
The Liberal Arts Foundation
Skills Requirements
THE AUCSBURC SIGNATURE
CURRICULUM
Search for Meaning
Augsburg's Signature Curriculum is
centered on its identity as a college of the
Evangelical Lutheran Church in America.
As a college of the Church, Augsburg
accepts as a basis for its educational program the doctrines of the Christian faith as
revealed in scripture and the creeds
affirmed by the Lutheran Church. It consciously affirms that all students should
reflect upon the Christian scriptures, theological concepts, ethical values, their own
faith and values, and religious concepts
outside of the Christian faith as part of
becoming educated.
In these courses students articulate and
critically reflect upon Augsburg's concept
of vocation and its meaning; Christian theological concepts as well as concepts from
other religious traditions; and the meaning
of the Bible in Judeo-Chnstian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning course credits
are required except for the following:
Transfer students entering with
advanced transfer status will take one
Search for Meaning course: REL 300 Bible,
Christian Theology, and Vocation.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and the Augsburg Seminar. The
Seminar is attached to a first-semester
major or Augsburg Core Curriculum
course. The purpose of the Seminar is to
introduce students to an Augsburg education and to help them make the transition
I
Academic Information 77
to college work.
Engaging Minneapolis
Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources
of the Twin Cities as they orient .first-year
weekday students to the community where
they will be studying, living, and working
during their college careers. Most Engaging
Minneapolis courses also fulfill an
Augsburg Core Cumculum or major
requirement. They normally are taken during the first year, but may be taken in the
second year.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College's commitment to experiential education and
active participation in the broader community both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, creditlno-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education-vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg.
The Senior Keystone course connects
the broad liberal arts foundation with the
professional skills and in-depth study of
the major. It thus asks graduating students
to think critically, reflectively, and ethically
about their place in the world as leaders
and servants.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar's
office.
The Liberal Arts Foundation requirements for some bachelor of science majors
may vary. Students must consult with the
major department to determine the options
available. The following bachelor of sci-
78 Academic Information
ence majors are approved for modifications
in the Liberal Arts Foundation or Modem
Language Core Skill requirements: biology,
clinical laboratory science, elementary education (LAF option only), health education
(teaching licensure only, LAF option only),
mathematics, physical education (teaching
licensure only, LAF option only), and
physics.
Natural Sciences and Mathematics
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Economics, Political Science,
Psychology, Sociology
Humanities
Two courses from two different departments:
Communication Studies, English,
History, Philosophy, Religion, Modem
Languages (literature and culture courses)
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
Critical Thinking
Mathematics
Modem Languages
Writing
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
core and graduation skills course requirements.
Freshmen (all students entering with
fewer than seven Augsburg course credits) and sophomore transfer students with
fewer than 13 course credits are required
to take entry level skills assessments and
satisfy all skills requirements.
Advanced transfer students (who
enter with 13 course credits or more or
an A.A. degree accepted in transfer) take
only the following entry level skills
assessments and fulfill the following
requirements:
The Mathematics assessment and
requirement.
The Modem Language assessment
and requirement.
The Writing assessment and requirement.
Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
-
Academic Information 79
another college may have their MPG determined by the registrar's office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2,3, or 4
as a prerequisite.
Modern Language Assessment and
Requirement
The BYU-CAPE language assessment is
offered to students who have had at least a
year of Spanish, French, or German language studies in high school. It is designed
to assess and place students at the appropriate course level for language study.
Students may waive the modern language
requirement by completing this assessment
and placing at the 311level or above.
The Modem Language Core Skill
requirement for some bachelor of science
majors may vary. Students must consult
with the major department to determine
the options available. The following bachelor of science majors are approved for
modifications in the Liberal Arts
Foundation or Modem Language Core
Skill requirements: biology, clinical laboratory science, elementary education (LAF
option only), health education (teaching
licensure only, LAF option only), rnathematics, physical education (teaching licensure only, LAF option only), and physics.
Writing Assessment and
Requirement
The entry level assessment determines
readiness for ENG 111Effective Writing.
Students who do not satisfy the entry level
skill in writing will be required to take
ENG 101 Developmental Writing before
ENG 111.
Students who have transferred in an
equivalent course to ENG 111 are excused
from the entry level exam.
Core Skills Requirements
Effective Writing
ENG 111 Effective Writing or the
equivalent with a grade of 2.0, P, or higher,
is required. Attendance the first day of
class is required.
Students should complete ENG 111by
the middle of their sophomore year since it
is a prerequisite for Writing Graduation
Skill courses.
Modern Language
Requirements for the Modem Language
Core Skill are determined by placement
-Academic Information
80
test. For a language previously studied,
successful completion (minimum grade of
2.0 or P) of one language course at your
placement level (112 or higher) satisfies
the requirement. For a language not previously studied, successful completion of a
two-course sequence in the same language
with the minimum grade of 2.OR in both
courses is required. Students whose placement test is at 311 or higher will be
exempted from further language study
There is a seven-year time limit on language courses presented for transfer and
automatic waiver.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modem Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is Satisfied by successfully completing the WL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the Modem Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information.
Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
(or a transfer equivalent) is required of all
students. The second course may be chosen from a variety of different lifetime
activities (HPE 002,003 Lifetime Activity
courses). Students who are not health and
physical education majors or intercolletest Out of One lifetime
giate
activity course. Students may demonstrate
proficiency from a selected list of lifetime
activities. There is a fee to take the lifetime
activity proficiency test.
Foundations of Fitness courses are
non-credit courses and are not included in
the 32-course graduation requirement.
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Students are required to have one
course each with Critical Thinking,
Quantitative Reasoning, and Speaking skill
components, and two courses with a
Writing Skill component. These requirements are modified for advanced transfer
students (see page 82). A minimum grade
of 2.0 or P is required to satisfy a graduation skill requirement.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill this
requirement. Academic advisers will provide a list of these courses.
All Writing Skill courses have the prerequisite of ENG 111or its equivalent. All
Quantitative Reasoning Skill courses have
the prerequisite of Math Placement Group
3, and all Critical Thinking Skill courses
have the prerequisite of passing the entry
level Critical Thinking Assessment or GST
100.
.
EXPLANATION OF GRADES
Student achievement in courses is measured by final examinations, shorter tests,
-tten papers, oral
and other
types of evaluation.
-
Academic Information 81
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
To be eligible for graduation with
Latin Honors, students may elect only 2
P/N credits.
See P/N limitations under Graduation
Requirements, page 75.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.0
Achieves above basic course
standards
2.0
Meets basic standards for the
course
1.0
Performance below basic course
standards
0.0
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
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. 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 com-
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82 Academic Information
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 75. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these requirements):
CI Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 7.
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
LI Complete a major.
O Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Complete two (2) Search for Meaning
courses.
Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
1. Complete the fall orientation and
Augsburg Seminar.
2. Complete an Engaging Minneapolis
course.
Complete at least one Augsburg
Experience
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
Natural Sciences and Mathematics (1 lab
science)
Social and Behavioral Sciences
Humanities
Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Critical Thinking Assessment
Mathematics Assessment
Modem Languages Assessment
Writing Assessment
Achieve a Math Placement Group score of
three.
Complete ENG 111
Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P (Courses meeting these requirements
are designated by the major.)
Two courses with Writing components.
One course with a Critical Thinking component.
One course with a Speaking component.
One course with a Quantitative Reasoning
component.
All advanced transfer students (those
entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these
requirements):
Li Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . .14.5
Complete a Senior Keystone course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 75.
I
-
Academic IlnformaRion 83
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
0 Complete a major.
0 Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Complete REL 300 Bible, Christian
Theology, and Vocation course
Complete a Senior Keystone course.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
O Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.)
.
Complete one Augsburg Experience
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
Natural Sciences and Mathematics (1 lab
science)
Social and Behavioral Sciences
Humanities
. . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.)
. . . . . . . . . . . . . . . . . .15
Other maximums are described on page 7.
O Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
O Complete a major.
0 Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
Fine Arts
Complete Entry Level Skill Assessments and
Core Skills Requirements:
Satisfy entry level skill requirements in
writing.
Achieve a Math Placement Group score of
three.
Complete Modem Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
One course with a Writing component.
One course with a Critical Thinking component.
One course with a Speaking component.
One course with a Quantitative Reasoning
component.
Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete a Senior Keystone course.
Complete one Augsburg Experience
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P (Courses meeting these requirements
are designated by the major.)
One course in the major that meets a
Writing Graduation Skill.
One course that meets the Quantitative
Reasoning Graduation Skill.
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
-
84 Academic Information
pleted by the specified date of the following academic term, the grade for the
course becomes 0.0.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned..
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 27. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work aansferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
pleted.
course credits com-
Juniors-16
course credits completed.
Seniors-24
course credits completed.
--
Academic Information 85
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and ( 2 ) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. Credit
granting guidelines are available in the registrar's office.
Advanced Placement Program
(AP)-Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. A score of 4 or
5 is required on the AP Language and
Composition examination for credit for
ENG 111 Effective Writing. Inquiries
should be addressed to the Office of the
Registrar.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the
American Council on Education's recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. Information
about CLEP tests is available from the
Office of the Registrar.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental exam available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study hrectly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous
learning, the faculty team applies the fol-
86
Academic Information
lowing criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
English as a Second Language (ESL)
Students whose primary language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
2171218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course
completion, have completed the modem
language core skill requirement for
graduation.
-
-
Academic Information 87
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA) .
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Student Standing
Committee. Evidence of the student's commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses completed:
Freshman-fewer
Sophomore-fewer
credits
Junior-fewer
than 7 course credits
than 16 course
than 24 course credits
Senior- 24 or more course credits
Dean's List
The Dean's List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.5 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program's calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean's List. If permission
is given by the student, an announcement
is sent to the hometown newspaper of each
student on the Dean's List.
-
88 Academic Information
Latin Honors
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditslrequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
may be required to sign a statement
acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will
a degree be conferred until all graduation
requirements are met, regardless of participation in commencement.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of "With Distinction." Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.9-4.0 GPA plus
successful completion of the summa oral
examination.
Magna cum laude: 3.8-3.89 GPA.
Cum laude: 3.6-3.79 GPA.
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than the following number of elective
passlno pass graded credits at Augsburg
(classes offered only as P/N by the department will not be counted, nor will "N"
grades):
2004 graduates-6
2005 graduates-4
2006 graduates-3
2007 and thereafter-2
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enrolV
registrar>.
EnrollmentIDegree Verifications
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: <www.degreeverifyorg>
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreevenfy@studentclearing
house.org
-
-
Academic Information 89
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day program schedule as fulltime freshmen in the fall of 1996 and
thereafter. New freshmen are assured that
they will be able to graduate in four
years-if they maintain continuous fulltime enrollment for four years, maintain a
2.0 GPA, and follow the Four-Year
Assurance Program g u i d e l i n e ~ they
r
will receive the remaining required courses
free of additional tuition. A few majors are
excluded from this program. Contact
Academic Advising for a list of eligible
majors. Students must complete a formal
Four-Year Assurance Degree Plan with the
College before the end of their sophomore
year (prior to completing 16 course credits) in order to qualify. Contact Academic
Advising for details.
4 FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records-You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
Right to request amendment of
education records-You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or gnevance 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.
90 Academic Information
Right to withhold disclosure of
"directory information"-FERPA uses
the term "Directory Information" to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
"Directory information" includes
t h e following:
The student's photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the registrar prior to Sept. 15 (or within
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new form for withholding
disclosure must be completed each academic year.
The student's date and place of birth;
Right t o 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.
The student's major field of study;
Reporting Educational lnformation
The student's academic class level;
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
The student's name;
The student's address;
The student's telephone number;
The student's e-mail address;
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
92 DEPARTMENTS
AND PROGRAMS
-
a liberal arts institution, Augsburg
College believes that knowledge and-truthare interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
can be met.
Descriptions and schedules for Sumnier
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in separate catalogs.
Credits
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most day program courses
meet for three 60-minute periods or two
90-minute periods per week with additional time required for laboratory work. All
full credit Weekend College courses meet
for eight 3.5-hour sessions during fall and
winter terms, and for seven +hour sessions during spring term.
Class Schedule
Numbering
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available ,on-line.
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
--
Departments and Programs 93
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
n the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
s prior approval by the professor teaching
the course.
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
2. Register for the Internship during
the registration period. The signed permission form must be turned in at the time of
registration. (Students may pre-register
without a placement secured, but a suitable internship must be found by the end
of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
InternshipIOn-campus
InternshipIOff-campus (.5)
InternshipIOn-campus (.5)
InternshipIOff-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
Internship/On-campus
InternshipIOff-campus (.5)
Internship/On-campus (.5)
InternshipIOff-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
94 ~ e ~ a r t m e nand
t s Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tedregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration.
A,
erican Indian Studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
Coordinator:
Eric Buffalohead
--
American lndian Studies 95
Associated Faculty:
Eric Buffalohead (Sociology), Elise
Marubbio (English), John Gregg (History)
Adjunct Faculty:
Sophia Jacobson, Steve Chapman,
Richard Gresczyk, Dale Weston
American Indian Studies Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
ENG 216 American Indian Literature
INS 105
or INS 264 American Indians in the
INS 260
HIS 336
REL 370
INS 499
Cinema
Contemporary American
Indians
American Indian History
American Indian Spirituality
and Philosophical Thought
Capstone Project
In addition student must complete four
electives. At least five of the courses
toward the major must be upper division.
Minor:
Five courses including INS 105. At least
two must be upper division.
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
ENC 216
American lndian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
i l S 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
96
American lndian Studies
INS 260
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
INS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
INS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women's roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with Women's Studies.
INS 332
Native American Storytelling
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
INS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Indigenous
Filmmakers, American Indian Women in Film, Contemporary Indigenous
Issues of North and South America, and American Indian literature Seminar.
INS 499
Independent ResearchICapstone Project
An independently designed research project to fulfill the capstone requirement.
A,
is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this,we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the TWin Cities area.
Art Faculty
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson,John
McCaffrey
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identlfy current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Eight art courses, including four in
graphic design, one art history, and three
electives.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
STUDIO ART FOUNDATIONS
ART 102
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Introduction to basic drawing concepts, media, and surfaces.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil.
-
Art 99
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
ART 215
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
media, focusing on web design.
ART 221
ART 223
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
ART 250
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
ART 315
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 325
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
100 Art
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 340
Digital Imaging
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Study of transparent watercolor, emphasizing perceptual painting and abstraction from observation in the studio and on location.
ART 368
Print Making II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections per year:
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
ART 2491349 The Designed Environment
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking
tours and site visits to prominent examples of design excellence. (Prereq.:
None for ART 249; ENG 111 and an ART, HIS, or urban studies course for
ART 349)
-
Art 101
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ART 299
Directed Study
See description on page 94.
ART 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ART 499
Independent StudyIResearch
See description on page 94.
ASIANSTUDIES
See listing under East Asian Studies.
T
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course or course pair and a parallel
Augsburg Seminar. These 'linked' courses
integrate disciplina~ycontent with various
learning strategies and community-building opportunities beneficial to all beginning students.
AUC 101
B
Each content course normally meets
three hours per week for the entire semester and is valued at 1.0 course credit. The
Augsburg Seminar meets once a week for
eight weeks for a .25 course credit. The
Augsburg Seminar offers the opportunity
for further discussion of topics from the
paired content course, along with presentations on campus life, academic resources
and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood.
While the content course is graded on a
traditional point basis, the Augsburg
Seminar is graded Pass/No credit (PIN).
However, performance in the course is
linked to performance in the seminar.
All freshman students must successfully complete the entire Augsburg Seminar in
order to fulfill the graduation requirement,
even if they drop the linked content
course. Permission to complete the seminar after withdrawal from the content
course is at the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
-
-
Biology 103
In recent decades great strides have
been made in understanding important
biological processes, particularly those at
the cellular, molecular, and ecosystem levels. Biological research has also provided
some extremely important benefits to
humans, including advances in medicine,
agriculture, and food science.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
Biology Faculty
William Capman (Chair), Ralph
Butkowski, Robert Herforth, Dale
Pederson, Mark Strefeler
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 113 Introductory Organismal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
BIO 215 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
and five upper division biology courses
chosen from the following list:
BIO 351
BIO 353
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Special Topics in Biology
BIO 491 Biology Seminar (non-credit)
is required of all juniors and seniors.
Required Supporting Courses for
Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 1151116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
104 Biology
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the
Social and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
Bachelor of Arts in Life Sciences
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four upper division biology courses are required (one from each grouping)
Two additional science courses are
required, chosen from the following list:
PHY 101
PHY 106
An introductory geology course
Transfer course policy for majors and
minors
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
(Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department
by Sept. 30 of 'the senior year or Feb. 28 in
the case of students planning to graduate
in the following December.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
In planning their courses of study students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
-Biology 105
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian,. etc.). have sDecific requirements that should be discuised
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has s~ecific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
A
identify current Minnesota teacher licensure requirements. All upper division biolOgy requirements for
licensure
must be completed before beginning student teaching.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.0 in biology.
.
Cooperative Education
The department works with the Office
of Cooperative Education in identif~lng
and defining co-op ed experiences in laboratories and other settings in the Twin
Cities.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoky. Prereq.: SCI 110)
BIO 101
Human Biology
An introduction to basic biological principles with a human perspecrive.
Includes discussion of the maIeculat and celiular lmik oi life, g n e t i a . organ
systems, and human impact on the errvi-rommt. (Three one-horn lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Prereq.: CHM 100 or another chemistry course strongly
recommended. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
106 Biology
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or
another chemistry course strongly recommended. Spring)
BIO 113
lntroductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity natural history, physiology, and structure.
BIO 113,114, and 215 must be taken in sequence except by permission of
instructor. (Three one-hour lectures, four hours laboratory, some Saturday
field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent
registration in CHM 105/115. Fall)
BIO 114
lntroductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: BIO
113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall)
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 352. Fall)
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215. Spring)
-
Biology 107
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215, and PHY 116 or 122 strongly recommended. Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of devel-
opment. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Microbiology
BIO 476
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215,
junior standing. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or h4AT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including oral presentations. Guest speakers are often
invited. A noncredit requirement for the major. (Spring)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
(
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 113, 114. P/N only)
BIO 299
BIO 399
Directed Study
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 215. P/N only)
BIO 499
Independent StudyIResearch
(Prereq.: BIO 215. P/N only)
BUS, ACC, FIN, MIS, MKT
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC) ,
finance (FIN), management information
systems (MIS), and marketing (MKT).
Specializations
Within the business administration
major there are three specializations: management, music business, and international
business. Within the accounting major
there are three specializations: general
accounting, public accounting, and managerial accounting.
Certificate Programs
Faculty
John C. Cerrito (Chair), Nora M. Braun
(MIS Coordinator), C. Lee Clarke, Marc
Isaacson, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Jim Kattke, Steven
J. LaFave, Lori L. Lohman (Marketing
Coordinator), Fekri Meziou, John Molloy,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe, Stuart M. Stoller (Accounting
Coordinator)
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and finance
through the Weekend College program.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 75), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
-
Business Administration 109
Internships
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
Advising
International Business
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Transfer Students
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one additional upper division course in
either international business or international economics.
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
sonfigurations.
Specialization in Music Business
See description and requirements in the
Music section of the catalog.
Combined Major in Business
Administration and Economics
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
ACC 221
ACC 222
BUS 242
MKT 252
BUS 379
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
11 courses including:
ECO 112 Principles of.Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course
--
Business Administration 111
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, FIN 33 1 or BUS 379. Other
configurations may be permitted with the
approval of the department chair.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be i n international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Students should consult the area coordinator concerning acceptable alternatives
i n international economics.
BUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
PHI 300
Business Law and Ethics
(See Department of Philosophy for course description)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor)
112 Business Administration
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 175 or 260 or
270 and either MPG 3 or completion of MAT 171. WEC-Additional sessions
are required, usually on a weekday evening.)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 379,
FIN 331, MIS 175, MKT 252)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
7
-
Business Administration 113
Internships and Independent Study Courses:
BUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus.
half credit) on page 93.
BUS 299
Directed Study
See description on page 94.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
BUS 499
Independent Study/Research
See description on page 94.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs) . This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
-
Accounting 115
Minor in Accounting
Six courses including:
ACC 221,222, FIN 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,379,
MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of -planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
116 Accounting
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Studenrs work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,379,
FIN 331, MIS 175 or 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ACC 299
Directed Study
See description on page 94.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ACC 499
Independent StudyIResearch
See description on page 94.
T
he Finance major
prepares
students
.
for professional careers in corporate
finance and the financial services industry.
Besides careers in the financdaccounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
Association for Investment Management
and Research (AIMR).
-
Finance 117
BUS 379
Finance Maior
Finance Core Requirements
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
Required Finance Courses
5 courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENG 111 and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
EC0 315 Money and Banking (Prereq:
ECO 112)
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision making and portfolio management- theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, finance and
marketing as well as from MIS. If students
have a weak computer background, they
should also take MIS 175 for the major.
MKT 252
MIS 260
MIS 270
MIS 375
MIS 376
MIS 475
MIS 476
Principles of Marketing
Problem Solving for Business
Data Management for Business
Management Information
Systems in the Organization
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Management Information Systems
Major
12 courses in business, accounting, marketing, and MIS:
BUS 242 Principles of Management
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 260 or 270, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Note: Completion of MIS 260 or MIS 270
satisfies any requirement for MIS 175.
-MIS 119
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 260 or 270 instead of MIS 175.
(Prereq.: MPG 2)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3. Completion of MIS 260 satisfies any requirement
for MIS 175)
MIS 270
Data Management for Business
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3. Completion of MIS 270 satisfies any
requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanrhg of using idomration ?stems to ~ p p o r st ~ n k a t i o n a ~
objectives. Topics include snaregic planning md rises 01 inkmarion sy.;tems,
busines procrrss analysis. and understnnding of the rechnolog architecture.
(Prereq.: BUS 242 or MkT 252, and ENG 311 )
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 175 or 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260,270, and 375)
120 MIS
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MIS 299
Directed Study
See description on page 94.
MIS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MIS 499
Independent StudyIResearch
See description on page 94.
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationshi~s.
'
-
Marketing Major
ACC 222
BUS 242
MKT 252
PHI 300
FIN 331
MIS 175
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
Required Marketing Courses
6 courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer ~ehavior
or MKT 354 Sales Management
MKT 355 Marketing
" Communications
or MKT 357 Advertising
Marketing Core Requirements
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
122 Marketing
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to cany out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modem marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MKT 299
Directed Study
See description on page 94.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MKT 499
Independent StudyIResearch
See description on page 94.
c
hemistry is the science that examnes and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
nsights of chemistry with physics, mathematics, and molecular biology opens vistas
hat excite and offer opportunities to better
he entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumcuum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemlstry major that meets the chemistry backyound required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
h e following objectives to help its stulents develop into mature scientists:
*To provide a course of study of suffi:ient rigor and depth to enable our graduktes who complete our ACS chemistry
najor to compete successfully with their
leers of similar ability in graduate school
)r research positions.
*To provide programs of study for proessional goals in addition to the tradition11positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Ron L. Fedie (Chair), Arlin E. Gyberg,
Joan C. Kunz, Sandra L. Olmsted
BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
124 Chemistry
CHM 464
CHM 481
CHM 482
CHM 470
BIO 367
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, I1
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364,365 Physical Chemistry and
Laboratory I1
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Departmental Honors
Full ACS major; GPA of 3.5 in chernistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115,116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
Chemistry 125
Any course taken as a prerequisite for another course, including the first course in a two-term
equence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
f H M 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemisuy. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
EHM 105
Principles of Chemistry 1
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confidmr about their background in
chemistry. Students may go into CHM 351 or 353 f m CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour T a b ~ r a t oP~rereq.:
~
MPG
2. Fall)
I H M 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
I H M 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
126 Chemistry
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Chemistry I, II
CHM 351,352 Organic
Important classes of organic compounds with special emphasis on mechanisms and multi-step
Descriptive material is correlated by means of
. synthesis.
.
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Cowrs graximetric and volumemc analysis and solution equilibrium in derail
a d gives an inrroduction ta eIectrochemica1 and specmphotometric techniques of analyis. The labomto. involves quant5irauve analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one f m - h o u r
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemislry Laboratory introduces students to techniques of data collection and experimental applimtion of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
-
Chemistry 127
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR. L% NMR,and mass spectroscopy; use of the literature, and advanced ropics in organic spnth=is. (Three hours of lecture, sir hours of hborator)?
Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge
of German is helpfrrl. FaU)
CHM 470
Principles of Medicinal Chemistry
Medicinal chmisay examines the organic chemisq of drug design znd drug
action Students study the mechanisms of drug banspert across biological
membranes. absorpdon. dismibntion, and dmg excretion; the relatienship
beween smcture and activity molcnilz recognition process in dmg-receptor
interactions; enzyme mechanisms: and the meiabohcpathmp by which dmgs
are detoxified. -4lso studied are the concepv nsed in rhe design of therapeutic
snbstances. (Prereq.: CtOn 352. BIO 367 i s se~ommended.Spring, al~ernare
yc5d
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
128 Chemistry
Internships and Independent Study Courses:
CHM 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CHM 299
Directed Study
See description on page 94.
CHM 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CHM 499
Independent StudyIResearch
See description on page 94. (Prereq.:junior or senior standing)
c
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. Hdshe also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The cuniculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of scieace degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the
spring semester of the academic year just
prior to the beginning of their professional
studies, typically in the junior year. Formal
acceptance into the hospital-sponsored
program is based on the submission of an
application for admission to the major,
personal recommendations, review of academic performance, and interview with the
Program Admission Committee. A minimum grade point average of 2.75 overall as
well as in science and mathematics courses
is strongly recommended. Acceptance into
the hospital program is not guaranteed by
the College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is in the process of
receiving accreditation by the National
Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 8410 W Bryn Mawr,
Suite 670, Chicago, IL. 60631, 773-7148880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
FUMC-University
FUMC-Riverside
Fairview-Southdale
Fairview-Ridges
Generalized four-year academic plan for
Clinical Laboratory Science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENG 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENG 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 1131114
130 Clinical Laboratory Science
First year:
Fall Term:
BIO 113: Organismic Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Term:
BIO 114: Genetics, Evolution & Ecology
CHM 106 or CHM 116: General Chemistry
ENG 111
Elective
Second Year:
Fall Term
BIO 215: Cell & Development
CHM 351: Organic Chemistry I
Re1 200: Search for Meaning
Elective
Spring Term
BIO 355: Genetics
CHM 352: Organic Chemistry I1
MAT 163: Statistics (QR)
Elective
Third Year:
Fall Term
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Term
BIO 476: Microbiology
BIO 4xx Immunology
Elective
Elective
Fourth Year: Clinical Program
Summer Session
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 420: Immunohematology
Clinical Rotations:
Fall & Spring Semester
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
Fall Semester
CLS 425: Clinical Chemistry
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
Spring Semester
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
CLS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
BIO 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of "C" or above. Students
must meet all college graduation requirements including those for General
Education, grade point, College residency
and total credits.
0
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redrnond (Chair), Wes
Ellenwood, Robert Groven, Daniel Hanson,
David Lapakko
4 BACHELOR OF ARTS
Communication Studies Major
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all Communication Studies
majors:
Public Speaking
COM 111
COM 188
Forensics Practicum (noncredit)
COM 321
Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
Argumentation
COM 351
Persuasion
COM 352
COM 354
COM 355
Interpersonal
Communication
Small Group
Communication
One of the following: ENG 223, 225, 226,
227
Professional Communication Emphasis
This area is intended for students interested in studying communication from an
artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Five additional electives from the following: COM 329,345,399,495,499;
THR 350,360; BUS 301,302; PHI 120,
241,260; POL 380,326,342,370,375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Five additional electives from the following: COM 329,345,399,410,480,
495,499; BUS 242,340; CSC 160; INS
325; PSY 325,371,373; SOC 265,349,
375
Supervisory Management Emphasis
Appropriate for students seeking management careers (see Organizational
Communication electives)
132 Communication Studies
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Five additional electives from: COM
329,345,399,410; INS 325; PSY 373,485;
SOC 231,265,349,375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Five additional electives from: COM
329,399,410,480; BUS 252,352,355,
357,450; POL 342; INS 325
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Five additional electives from: COM
345,399,410,480; ART 132,224,225;
BUS 242,252,355; INS 325; MIS 379; PSY
373; SOC 349, POL 342
Mass Communication and Journalism
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Five electives from the following: COM
247,343,348,399,499: ART 132,215,
224,225,315,330,340; ENG 226,227,
241,327,347,445; POL 342,375; THR
232,325,333,350,360; BUS 254, INS 331
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic foremics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing
COM 188 (Forensics Practicum) is
required to document participation.
Students should be aware that the toumament season is essentially from October
through mid-March, and should plan
schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded cumculum that
encourages creativity, critical analysis and
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
-
Communication Studies 133
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women's studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
John McCaffery, John Mitchell, Robert
Thom
Required of all Film Majors:
Six Core Courses
C O m H R 216 Intro to 16mm Film
Intro to Cinema Arts
ENG 241
ENG 495
History of Film
COMITHR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your advisor who is designated by the
program director. Note that not all elective
courses are offered every year, so altematives within the track may have to be
chosen.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
C O m H R 495 16mm Film 11, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography ART 215 Design for
New Media I, ART 315 Design for New
Media 11, ART 340 Digital Imaging, MUS
130 Intro to Music and the Fine Arts, THR
328 Stage Design.
Track #2 Performance: This track is
designed for students interested in acting
and directing. Electives include: THR 333
Acting for the Camera, THRENG 325
Playwriting, THR 366 Stage Direction,
THR 325 Stage Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENG 499 Screenwriting
Track #3 Theory & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENG 295 Writing
for the Arts and Popular Culture, ENG 245
Introduction to Literature, ENG 480
Criticism, COM 499, INS 495 Indigenous
Filmmakers, INS 264 American Indians in
Cinema, WST/INS 481 Native American
Women & Film, ART 240 Art History, PHI
260 Philosophy and the Arts, PHI 120
Ethics, SPA 248 Spanish and Latin
American Culture Through Film, REL 309
Religion at the Movies
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
134 Communication Studies
Communication Studies Minor
Six courses including:
COM 111 Public Speaking
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 35 1 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
ENG 223,225,226 or 227
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
C O M H R 216 Introduction to 16mm
Film
THR 333 Acting for Camera
COM 343 Studio Production
C O M H R 420 Issues in Contemporary
Cinema
Plus one of the following:
THRIENG 325 Playwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
INS 495 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a communication studies faculty adviser.
Communication ArtsILiterature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
COM 111and 112 for credit, but not both. Fall, spring)
COM 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
--
Communication Studies 135
COMITHR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in BIW.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: COM 111 or
112)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 347)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or consent of instructor. Fall)
136 Communication Studies
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: COM
111or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
COMITHR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JRISR standing)
COM 480
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
COM 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
COM 299
Directed Study
See description on page 94.
COM 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
COM 499
Independent StudyIResearch
See description on page 94.
-
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
-
Computer Science 137
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
soc 375
THR 232
THR 325
THR 350
THR 360
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
Computer Science Faculty
Lany Ragland (Chair), Larry Crockett,
James Moen, Noel Petit, Charles Sheaffer,
Karen Sutherland
138 Computer Science
Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
CSC 345
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study Students
interested in this major should consult
with the faculty in computer science, in
economics. or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
-
Computer Science 139
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Symbolic Programming and
Artificial Intelligence
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science major
courses, GPA of 3.1 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
h4AT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
140 Computer Science
-
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3 )
CSC 170
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
CSC 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
-
Computer Science 141
CSC 431
Introduction to Al Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
CSC 44.0
Advanced Networking and Operating Systems
Network management; clientlserver databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 240 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
PHI 385, or concurrent registration, and CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
csc 299
Directed Study
See description on page 94.
csc 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CSC 499
Independent StudyIResearch
See description on page 94.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies 143
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses) :
BUS 368
ENG 282
HIS 104
HIS 323
PHI 355
POL 282
POL 363
REL 356
THR 245
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Modem China
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background
for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic creht.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 480 Research Methods in
Econometrics
and three other upper division economics
courses
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
Prerequisites: MIS 175 Principles of
Computing for Business
or MIS 260 Problem Solving for Business
or MAT 163 Introductory Statistics
Mathematits Class:
MAT 114 Precalculus
or MAT 122 Calculus for the Social and
Behavioral Sciences
or MAT 145, 146 Calculus I & I1
-
Economics 145
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 3 13 Intermediate Microeconomics
ECO 480 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 279 Quantitative Methods for
Business and Economics
or MAT 163
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Combined Major in Economics and
Business Administration
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business
administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 33 1 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore,should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall;
a senior thesis and comprehensive oral
examination in the major field of concentration.
Minor in Economics
ECO 112,113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
1 4 6 Economics
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter
Trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate Winter Trimester)
-
Economics 147
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined andcompared to real-world variants. (Prereq.: ECO 112 or 113: Every 3 years)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
dechons. Emp&
is on applications such as transportation. marketing, portfolio selecrion, environmental, protectim, the shortest r m t e , and inventory
models. (Pmq.:ECO 113, FvIfG 3. Fal? Trimester and Spring Semester)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. Every 3
years)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 480
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Prerequisite(s): ECO 112, ECO
113 and ENG 111
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (P/N Grading only.)
ECO 299
ECO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent StudyIResearch
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in biology,
chemistry, communication arditerature,
health, mathematics, physics, and social
studies, and K-12 specialist licenses in
visual arts, physical education, music, and
dancdtheatre, and special education: E/BD
(WEC only).
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication arditerature, social
studies, visual arts and special education.
Additional teaching majors are available
through the weekday program and open to
weekday and weekend students who can
take courses on a weekday schedule. All
prerequisite, elementary core, and professional education courses except field work
and student teaching are available on a
weekend or weekday late afternoon1
evening schedule. Fieldwork and student
teaching must be completed during regular
weekday hours. All students must have
some time available each term for field
experiences.
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 3 0 0 4 0 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education deuariment at least one vear
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct ~~~~b~~~faculty supervision.
-
A graduate level licensure option is
available in weekend format to those
already holding a B.A. degree. Graduate
courses taken for licensure can be applied .
to a Master of Arts in Education degree.
Contact the Education Department or
Weekend College Admissions for information.
Students in all degree and/or licensure
L
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
150 Education
I
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students may choose
between bachelor of arts and bachelor of
science Liberal Arts Foundation requirements in consultation with the department.
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
Option A is for students who have completed either one of the following courses.
This is the old course sequence that is
being phased out during 2004-2005.
MAT 131 Math for the Liberal Arts
MAT 132 Numeracy for Contemporary
Society
Option B is for students who have not
taken either MAT 131 or 132. This is a
new course sequence that will become permanent after 2004-2005. Math Placement
what courses must be
taken.
Education Faculty
Vicki Olson (Chair), Joy Bartlett, Chris
Brown, Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson, Anne
Kaufman, Carol Knicker, Lynn Lindow,
Susan O'Connor, Ron Petrich, Linda
Stevens, Barbara West
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers 11 (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for DAY students who do not
have college level science courses in their
background.
SCI 110 Natural Science I
SCI 111 Natural Science I1
Option B is for WEC andlor transfer students with at least one college level science
course accepted in transfer or for day students who have already started this
sequence.
PHY 103 Conceptual Physics
PHY 114 Earth Science for Elementary
Teachers
or EED 200 Elementary Education Earth
Science (summer school, only)
BIO 102 The Biological World
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (,5)
EDC 290 Topics: MN American Indians
(.5)
-
Elementary Education 151
Foundations Block I1 (courses from this
point and on require admissions to the
department)
EDC 3 10 Learning and Development
(HI)
Methods Block I
EED 31 1 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children's Literature
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society
Student Teaching Block
EED 481,483,485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change-see Education
Department for most current list)
Communication Arts Specialty
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
SPC 351 Argumentation (Pre-req.: SPC
111 or permission of instructor)
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literaturmeading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120,121
or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 241
Human or Cultural Geography (take elsewhere-see Education Department for
suggestions)
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 122 Calculus for the Behavioral
Sciences
or MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 331 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry 11
or CHM 116 General Chemistry I1
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
PHY 106 Meteorology
Geology (take elsewhere-see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
-
152 fiementar)/ Education
College. Licensure is obtained through a
combination of graduate and undergraduate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department for information.
the elementary education major requirements.
A graduate level elementary licensure
option is available through Weekend
point and on require admission to the education department.)
EDC 310 Learning and Development
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artslliterature, dancdtheatre, health, mathematics, music, physical
education, physics, and social studies.
Methods Block I
ESE 300 Readineriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Student Teaching Block
ESE 481,483,485 Student Teaching (2.03.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Non-departmental requirements:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Art, Dancenheatre, Music, and
Physical Education Licensure (K-12)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools ( 5 )
EDC 220 Educational Technology (.5)
EDC 290 Topics: MN American Indians
(.5)
Foundations Block I1 (Courses from this
'
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
(101
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154 Elementary Education
EDC 480
School and Society
Emphasis on points of view about the role of school in modem 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 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modem
inquiry learning and teaching strategies. It meet. the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 311
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the
kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education
at the kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to deparment)
EED 330
K-6 Methods: Language Arts/ Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication artditerature specialty.
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 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
-
Secondary Education 155
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST
and admission to department. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
ESE 300
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondaly techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience required. (Prereq.: PPST and admission to department. Note:
Students seeking the 5-12 Communication Artskiterature license do not need
to take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of h e social sciences in middle w d high schools.
and
Emphasis on insrmctiod s B ~ K ~ @
E mrriculum development Middle
school portion required for elementary concenmtion in sock1 studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (-5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
iSE 320
iSE 325
5-12 Methods: Theatre/Dance
.
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and cumculum development. Fieldwork experience
required. (Prereq.: PPST and admission to the department)
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
156 Secondary Education
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and cumculum development. Middle
school portion required for elementaly concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cumculum development.
Also required for elementary concentration in communication artdliterature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artditerature license. (Prereq.: PPST and admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artditerature license. (Prereq.: PPST and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience'required.
(Prereq.: PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required.
(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. Occurs upon satisfactory completion of licensure program and program
portfolio.
ENG 111 Effective Writing
T h e special education EB/D major is
available: only through Weekend College;
deally, to people who are currently in
schools working with students with this
abel. This major leads to Minnesota teachng licensure in special education with a
specialty in emotional/behavioral disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more inforrnation.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
The Education Department intends to
put in place a Special Education: Learning
Disabilities program by academic year
2004-2005. Contact the Education
Department or WEC Admissions for information.
Required Non-major Courses:
3PE 115 Chemical Dependency (.5)
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 290 Topics: MN American Indian
(.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
SPE 481,483,485,487 Student Teaching
Summer Practicum
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability (Prereq: PPST and admission to the department)
iPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-reforial to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
158 Special Education
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
SPE 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
SPE 440
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).
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 The Special Needs Learner
EDU 49 1 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and ~ i l ~ sofi Social
s
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
DC 410
DU 491
-
Engineering 159
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
A
ugsburg College has cooperative
rrangements with two universities to
llow students to earn a bachelor of arts
egree from Augsburg College and an engieering degree from either the University
f Minnesota Institute of Technology,
viinneapolis; or Michigan Technological
Jniversity, Houghton, Michigan. Because
f the special requirements and opportunies of these programs, early consultation
vith the Augsburg engineering adviser is
ecessary. Applications for these programs
equire the recommendation of the
ugsburg engineering adviser. Contact Jeff
ohnson, Physics Department,
12-330-1070.
Jniversity of Minnesota
The Institute of Technology and
~ugsburgcooperative arrangement provides
or two dual degree engineering programs:
Bachelor of Arts/Bachelor of
ingineering (B.A.1B.E.) enables students
o receive a bachelor of arts degree from
~ugsburgCollege and a bachelor of engileering degree from the University of
dinnesota. The program typically involves
hree years at Augsburg and two years at
he Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The cumculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cuniculum. The number of such
courses varies by IT department and area
of emphasis within a department.
160 Engineering
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.N.E.
program are not guaranteed admission to
the Institute of Technology.
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus 11
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121,122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of hvital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through worlung in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, John Harkness, Colin Irvine, Dan
Jorgensen, Dallas Liddle, Roseann Lloyd,
Elise Marubbio, John Mitchell, John
Schmit, Cary Waterman, Susan Williams
Major
Nine courses above ENG 111,including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351 American Literature Since
1920
One 400 level course
Two additional electives
162 Enqlish
Majors are encouraged to consult their
departmental adviser regularly A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
Communication ArtsILiterature
Teacher Licensure Major
Prerequisite: ENG 111
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
338/438 recommended)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351
ESE 352
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
This major is only for those who seek
to be licensed in communication artdliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for the
education licensure program no later than
the spring of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
-
English 163
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Transfer Students
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111 Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
The Enqlish Placement Test
Prerequisites
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences--are
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
ENG 101
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
Developmental Writing
A preparatoly course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
. critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
164 English
ENC 216
American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENC 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
-
English 165
ENC 245
Introduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Westem heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
166 English
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENC 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-level courses will involve some reading and study of literary criticism or; in the case of
writing classes, of what writers andlor composition theorists have to say about writing.
ENC 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of insmctor. Spring)
-
English 167
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.:ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories with which graduate
programs in English, as well as in women's and cultural studies, expect familiarity, including feminist, poststructuralist, and historicist approaches. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literaly and cinematic texts.
(Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
See department listing for a description of the following approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
ENC 299
Directed Study
See description on page 94.
ENC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 94. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Modem Languages.
FRENCH
See listing under Modem Languages.
S
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
CST 009
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education work assignment, satisfactory completion of the
evaluation process, and participation in reflection activities conducted by the
Center for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are
required to complete GST 100. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the
instructor.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias
and chance. Review common techniques involving statistical opportunism.
Study conditional reasoning using English to describe and compare rates and
percentages presented in tables and graphs. Use standardization to take into
account the influence of confounders. Analysis of statistically-basedarguments. Emphasis on interpretation, evaluation and communication. (Prereq.;
MPG 3.1
GERMAN
See listing under Modem Languages.
HEALTH
AND PHYSICAL
EDUCATION-HPE 169
v
irtually all students at Augsburg
College will interact at some point in their
college years with the ~ e ~ a r t k eof
nt
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
Health and Physical Education Faculty
4 HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues (Fall:
even years)
Anatomy and
BIO 103
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
urna an
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may ddfer slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
'
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Paul Grauer, Alvin
Kloppen, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
170 Health and Physical Education
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 110,114,115,316,320,390,
450. BIO 103.
PHYSICAL EDUCATION
'
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 324 K-6 PE Games and Activities
HPE 334 7-12 Sport Skills and Activities
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 115, 210, 223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3 100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
--
-
Health and physical Education 171
HEALTH EDUCATION
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexualiry. (Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological,political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
172 Health and Physical Education
PHYSICAL EDUCATION
HPE 001
Foundations of Fitness (.O course)
This course is required of all Augsburg students. It seeks to improve the student's knowledge and understanding of the components of physical fitness and
how they contribute to personal lifelong health and well being. This course is
designed to not only provide knowledge but also to discuss and analyze ways
an individual can assess, monitor, motivate and discipline himherself to maintain a lifestyle of fitness and wellness.
HPE 002, 003 Lifetime Activity (.O course)
Lifetime Activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy and rules of the activity. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
(.5 course)
Introduction to Physical Education
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning (.5 course)
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
HPE 254
lntroduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmentalladapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries (.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
HPE 324
K-6 PE Games and Activities
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPE 334
7-12 Sport Skills and Activities
Theory and practice in skills, teaching and officiating selected sports activities.
(Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
-
I
Health and Physical Education 173
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical educa-
tion and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult w i d department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-1 2)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HPE 299
Directed Study
See description on page 94.
HPE 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HPE 499
Independent StudyIResearch
See description on page 94. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline devries (Chair), Phil Adamo,
Bill Green, John Gregg, Don Gustafson,
Chris Kimball
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 280 and
480). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
History 175
Transfer Students
Transfer students planning a major
must normally take at least three of their
HIS 101
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 121
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 122
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 1501350 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
176 History
HIS 1621462 20th Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 249
The Designed Environment
(See Department of Art for course description)
-
History 177
HIS 280
The History Workshop
This course introduces history majors and minors to the historian's craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
HIS 282
The History of Women Since 1850
This course examines in comparative perspective women's changing political,
economic, social and sexual status since the nineteenth century, with attention
given to social, racial and ethnic, and sexual differences among women.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
178 History
HIS 343
American WestIFrontier History
An examination of the history of the American West as place (real and imag-
ined) and process (shifting hests' or frontiers) from the colonial period to the
present. Special emphasis on changing interpretations of the American West
and the importance of the West in shaping American culture and society.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 349
The Designed Environment
(See Department of Art for course description)
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and the Commonwealth
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg's Center for
Global Education. Cross-listed with Women's Studies.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
-
History 179
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c.
300 to 1350 AD, and uses a variety of written and visual sources in an attempt
to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 374
Medieval Crusades
This course examines Western Europe's crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to "take back" the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c.300 to c. 1517 AD) It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 462
20th Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Prereq.: HIS 280. Generally offered Fall and Spring terms.)
180 History
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HIS 299
Directed Study
See description on page 94. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
HIS 499
Independent StudyIResearch
See description on page 94. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T
he Honors Program is rooted in the
Augsburg Core ~u&ulum. As such it is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a cumculum
that:
Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
Calls for common inquiry into questions
of Christian faith and the search for
meaning; and,
Cultivates the transformative discovery
of, and appreciation for, one's place of
leadership and service in a diverse
world-vocatio and caritas.
The Honors Program recasts this distinctive mix by underscoring the public
uses of knowledge, by recognizing that
intelligence expresses itself in many ways,
and by embracing an intentional interdisciplinarity in its cumculum. While celebrating the signature elements of the Augsburg
Core Cumculum, the Honors Program
transposes them to a new key, even a kind
of academic jazz, in which committed students are encouraged to traverse new
domains and improvise novel themes
appropriate to new circumstances.
The Honors Program is a community of
people who are committed to achieving an
exceptional education by exploring the
many dimensions of fundamental ideas.
Fundamental ideas such as "all people are
-
Interdisciplinary Studies 181
created equal" and "all knowledge begins
with experience" shape our construction of
the valuable, our deliberations regarding
the ethical, and even our identification of
the factual. Honors education believes that
when we engage freely in Socratic dialogue
about knowledge and wisdom, we find our
noblest calling as people.
The Honors Program strives to provide
an enriched environment in which the pivotal questions of human experience can be
explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to
new problems that emerge in dynamic,
worldwide markets and evolving political
realities. In fact, graduation from the program is advantageous for graduate school
admission or career placement.
I
nterdisciplinq studies programs
draw
.
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
In addition to completing the Honors
Program courses that fulfill Augsburg Core
Cumculum requirements, students complete the language requirement (if it is a
requirement for their degree), Foundations
of Fitness, the lifetime activity course,
Effective Writing, any required entry level
assessments, and graduation skill requirements.
Students may enter the Honors
Program at three points (first or second
semester of first year; first semester of second year). Students must fulfill requirements of all four years to complete the
Honors Program and thereby satisfy the
Augsburg Core Cumculum requirements.
Contact the director for additional
information about the Honors Program
curriculum and academic requirements.
American Indian Studies
East Asian Studies (ACTC)
International Relations
Metro-Urban Stumes
Nordic Area Studies
Russian, Central, and East European Area
Studies (ACTC)
Women's Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
182 Interdisciplinary Studies
SPC 321
Coordinator
Norma Noonan
The world of the 2lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
BUS 242
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242)
HIS 222 20th-Century U.S.
INS 325 Building Working Relationships
(WECDay)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
SPC 355
SPC 410
Business and Professional
Speaking
Small Group Communication
(no prereq.)
The Self and the Organization
(WEC)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
See International Relations, page 185.
Interdisciplinary Studies 183
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
INS 325
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INS 381
Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
I
nternational Relations is an interdisciplinary major which provides students
with the basis for informed global citizenship, preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill-Cady
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 323,346,348,350,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
S W 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as
a fourth term or higher of college work in
a second foreign language.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
lnternational Relations Major with
lnternational Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1of the
senior year and must defend the thesis
before a faculty committee. Students
lnternational Relations 185
should declare their intention to complete
an honors major by the end of their
junior year.
lnternational Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor
focuses on the centrality of justice, tolerance and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it'focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability Students will draw
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, I N S M T
311, POUWST 341, REL 313, POUWST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENG 361, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations Program Director for full program description.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, general education,
and graduation requirements when
approved by the appropriate program
directors and faculty before departure. Any
approved study abroad will also fulfill the
Augsburg Experience.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
contact the study abroad adviser.
Application deadlines are listed for each
program. Please contact the study abroad
adviser in the Office of International
Programs for a list of deadlines for summer
and short-term study abroad courses. The
cost for many programs is comparable to
full room, board, and tuition for on-campus study, plus airfare. Financial aid is
granted on the same basis as on-campus
study.
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
live in the midst of the society they are
studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays,
regional travel, community-based living,
and opportunities for volunteer work and
internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below
For information on these programs, contact the semester programs abroad office.
INTERNATIONAL PARTNERS
The International Partners program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Norway and Germany.
Under these agreements International
Partner students from abroad receive part
--
International Studies 187
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
Study abroad through International
Partners emphasizes business, education,
and social work, but offers training in
more than a dozen other fields as well. All
coursework is in English. The study program may be for one year, one semester, or
a summer session. Participation may be on
an individual basis or as part of a student
group. For further information contact the
nternational Partners office. Application
deadlines are April 1 for fall semester and
year long programs and October 15 for
spring semester programs.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full-semester programs through HECUA in Norway,
Guatemala, Ecuador, and Northern Ireland.
All programs emphasize the impact of
social change, civic engagement, and crosscultural factors on the human community.
HECUA programs include intense language experience and field study. The cost
is similar to full tuition, room, and board
for one semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
International study programs administered by HECUA and approved through
Augsburg are listed below For information
on these programs, contact the Center for
Global Education.
I CROSSING BORDERS: GENDER AND SOCIAL CHANGE I N MESOAMERICA
(MEXICO)-FALL
This program is an intensive semester of study and travel designed to introduce stuients to the central issues facing Mesoamerica, with emphasis on the experiences and
:mpowerment of women. Students engage in gender analysis of key social, economic,
?olitical, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
:ace, class, and gender, and learn first-hand from both women and men who are involved
n struggles for sustainable development and social change. The program begins with a
me-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
;eminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
~pproximatelysix weeks, and with Mexican host families for 4-6 weeks.
All students will be expected to take POYWST 359, REUWST 366, and at least one
jpanish course. In addition, they may choose between taking a second Spanish course or
:ompleting an internship or field research (independent study).
Augsburg application deadline: April 1. Prerequisite: one college-level Spanish course or
ts equivalent.
188 International Studies
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
,
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POLIWST 359 Women, Gender, and Social Change in-Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women's organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
RELIWST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1 transformation. Examines key theological concepts, critiques, and practical implications.
I
-
International Studies 189
NSISPAIWST 399 Internship
Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
NSIRELISPAIWST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
I SOCIAL AND ENVIRONMENTALJUSTICE:LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students will examine the ethics of land distribution, environmental racism, ecofeminism,
social change, and the complexity of gender, class, race, and ethnicity in Latin America.
Credit is available in Spanish, history, political science, religion, and women's studies.
internships and independent studies are also available. The program includes a two-week
;eminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend
ipproximately six weeks in Augsburg housing, and six weeks living with Mexican host
imilies.
All students will be expected to take the following three courses: a Spanish course,
- I l W S T 355, and P O W J T 341 or REyWST 313. For their fourth course, they may
: h a benveen taking a second Spanish course, or completing an internship or field
search (independent study).
Augsburg application deadline is Oct. 15. Prerequisite: one college-level Spanish course
)r its equivalent.
iPA 111, 112 Beginning Spanish I, II
Aims to develop she four basic slalls: understanding, spspeaking, wding, and
writing of elementary Spanish. Introdnc~anto c u l m of the 5-h-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
;PA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
-
190 International Studies
SPA 31 1
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper diesion courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 3 11 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.)
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
31 1 or equivalent.)
HISIWST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in Mexican and Central American
history. Focuses on the development of gender, class-based, and raciavethnic
oppression and the history of resistance and social change in Latin America
from the Conquest to the present day.
POL341/WST 341 Environmental Politics
Explores enivornmental politics in Latin America from pre-Columbian times
to the present. Applies a gender perspective to analyze environmental issues
and examines political and economic policies that promote andfor hinder sustainable development.
REL/WST 313 Environmental Theology and Ethics
Explores different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
INS/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
-
International Studies 191
NS/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
I SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)-SPRING
This program was created to satisfy the cumculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformaive, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
3r its equivalent. (Students may choose to study Spanish in Mexico during the month of
lanuary, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
-Aims to dwelop the four b& skills: understanding, speaking, reading,and
writing of elementary Spanish. htroducrion to culture ot the Spanish-speaking
world. Taught by Mexican insmcrors. (No prerequisite far SPA f 1l.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
5PA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
;PA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
,PA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
;PA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
192 International Studies
7
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
3 11 or equivalent.)
SWK 294
International Social Welfare: The Mexican Context
Develops students' understanding of current social, economic, political and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students' knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the U.S. at large.
SWK 316
Social Work Practice II: With Families and Croups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational andlor community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
International Studies 193
H SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
This program introduces students to the key issues facing the Ceneal Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following 4 courses: 1) one
Spanish course, 2) REL 366,3) HISM7ST 355, and 4) ECO 495,
Application deadline is April 1. Prerequisite: one college-level Spanish course or its
equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Advanced Conversation
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite:SPA 212 or equivalent or score at
minimum of 31 1 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
194 International Studies
SPA 41 1
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 3 11 or equivalent.)
HISIWST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and raciauethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post war period in Central America.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1transformation. Examines key theological concepts, critiques, and practical implications.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
Augsburg application deadline: Oct. 15.
INS 312
REL 346
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
--
International Studies 195
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This contse is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movemen= that have evolved in the struggle for independence.
HIS 440
Racism and Resistance in Southern Africa and the US: Struggles
Against Colonialism, Apartheid and Segregation
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
INS 399
Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
INS 499
lndependent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cumculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1.
INS 372
Norwegian Language
INS 377
Scandinavia in the World
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
INS 394
Urbanization and Sustainable Development in Scandinavia
INS 499
Independent Study (Students may choose either INS 372 or 499)
-International Studies
196
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND CUBA-FALL
The Politics, Development, and the City program explores historical and current issues
related to rural-urban migration, industrialization, government policies, and effects on
human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
worlung on urban issues. A Spanish in the Field course facilitates language learning directly related to content. April 1.
INS 2611386 Spanish in the Field
INS 362
Development in the Latin American City
INS 363
Wealth, Poverty, and Community Development: Critical Social
Issues
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
INS 366
Community Participation for Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
-
International Studies 197
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatarnalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community Each student cames out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
INS 384
Social Dynamics and the Environment
INS 385
The Ethics of Development: Local and Global Implications
INS 386
Spanish in the Field (advanced-level language course)
INS 499
Independent Study Project (students chooses topic)
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANCE-SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace and the
progress being made. Through a seven-week internship, students get hands-on experience
with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO
Centre at the University of Ulster in Coleraine. Oct. 15
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
M
athematics is the study of structure and relationships and
tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justifj their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg's urban
location allows students to gain experience
working with mathematics through intemships, cooperative education, and the
practicum and colloquium courses.
Mathematics Faculty
Rebekah Dupont (Chair), Tracy
Bibelnieks, Nicholas Coult, Suzanne Doree,
Matthew Haines, Kenneth Kaminsky.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
CSC 160 Introduction to Computer
Science and Communications
Two supporting courses from the following
list or substitutes with departmental
approval: CSC 170, CSC 320, ECO 112 or
ECO 113 (not both), ECO 318, ESE 330,
FIN 331, MAT 163 or MAT 173 (not both),
PHY 121, PHY 122.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Depending on the choice of electives, up to
two additional communication skills
courses (one in writing, one in speaking)
may also be required.
-
Mathematics 199
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with Mathematics
Major except that the two MAT electives
and two supporting courses must be chosen from a focus area approved by the
department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355,374, or 377; ECO 112 or
113;MAT 173,ECO 318, orFIN331.
Computational Mathematics: Two of MAT
355,377, or approved 395; CSC 170; CSC
320.
Physical Sciences: Two of MAT 247, 327,
or 355; PHY 121-122.
Teaching Mathematics: MAT 252; MAT287;
MAT 314; ESE 330.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as, MAT
252 Exploring Geometry, MAT 287 History
of Mathematics, MAT 314 Abstract
Algebra, and ESE 330 5-12 Methods:
Mathematics. At the time of publication,
the mathematics requirements for a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus 1 or MAT
122 Calculus for the Behavioral and Social
Sciences; MAT 163 Introductory Statistics;
MAT 252 Exploring Geometry; MAT 271
Discrete Mathematical Structures; and
MAT 287 History of Mathematics.
Elementary Education majors seeking middle school mathematics licensure are
strongly encouraged to consult with a
mathematics department advisor before
enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
GPA of 3.5 in MAT courses numbered
above 200,3.0 overall GPA, an honors project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus 11
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
At least one MAT course numbered above
250 must be taken at Augsburg.
200 Mathematics
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
Math Placement Croup (MPC)
Before enrolling in any mathematics
course, students must have the required
Math Placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the
Mathematics Department. All other students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and hgonomemc functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
deparanent. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
-
-
Mathematics 201
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 123
Mathematics Sampler
An examination of intriguing mathematical ideas including geometrical and
numerical patterns, and axiom systems such as set theory, non-Euclidean
geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG3 for
MAT137; MAT 137 or MPG4 for MAT138.)
MAT 145-6
Calculus 1 & ll
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146.)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, anaIysis-of-variance, and regression. (Prereq.: MPG 3.)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3.)
202 Mathematics
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146.)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271.)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theoly, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and
MPG 4 Also recommended: CSC 160)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. (Prereq. : MAT 145 or MAT 122
and MPG 4)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting. (Prereq.: ENG 111, MAT 271 Also recommended: MAT
245, MAT 246 or MAT 247, and at least one MAT courses numbered 300 or
higher.
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor).
-
Mathematics 203
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374.)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a senice learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
MAT 3951495 TopicsIAdvanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, chaotic dynamical systems, combinatorics, graph theory,
topology, or foundations of mathematics. (Prereq: at least two MAT courses
numbered above 200 and consent of instructor. For 495, an additional upper
division MAT course depending on the particular topic may also be required)
-
MAT 491
-~
Mathematics Colloquium
Information about contemporaly applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Canies no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on page 93.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 94.
M
etro-Urban studies is a multidisciplumy major and minor taught by faculty
in sociology, economics, history, political
science, social work, art and other related
disciplines. Metro-Urban studies is designed
to blend classroom and field experience, theory, and internships that focus the content
of liberal learning on the metropolitan community and the process of urbanization.
Metro-Urban studies and general education's Engaging Minneapolis introduce
students to the wide variety of developing
careers related to urban and metropolitan
affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan
community. The Metro-Urban studies
major and minor also provide undergraduate preparation for postgraduate studies in
planning, architecture, law, public administration, environmental studies, social welfare, government, community organization,
and theology.
internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional comes
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
DECREE AND MAJOR REQUIREMENTS
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modem
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 PoliticaVShtistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Minor
POL 122, SOC 21 1, HIS 225/249/349,
and two of the following: HIS 335, SOC
381, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
-
-
Metro-Urban Studies 205
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
INS 299
Directed Study
See description on page 94. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other inteinship options (on-campus, off-campus,
half credit) on page 93. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study-Metropolitan
Resources
An independentlydesignedcourse developed by a student (or p u p of students),
utiliring the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
insmctor)
INS 499
Independent StudyIResearch
See description on page 94. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality, located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
OR SPRING
This Semester in the Cities program focuses upon the Twin Cities meeo area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
206 Metro-Urban Studies
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identlfy inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 93.
II. CITY ARTS-SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 93.
Ill. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS AND PUBLIC
POLICY -FALL
Focuses on the social, scientific, ecological and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions o f Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship (2 course credits)
IV. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CIIA, AND
EECIA)
T
he Department of Modem Languages
at ~ u ~ s b u r ~ k o lcontributes
le~e
in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese,Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the aistry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Modern Languages Faculty
Mary Kingsley (Chair), Pary PezechluanWeinberg, Frankie Shackelford, Donald
Steinmetz
Major
The major consists of nine courses
above 211 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 211 (Norwegian only: 211and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.5 GPA in the major,
3.5 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or F!
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
208 Modern Languages
Study Abroad
Teaching Licensure
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
4 AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
4 CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
W
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC-additiona1 sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
-
Modern Languages 209
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 41 1
FRE 495
.
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
FRE 299
Directed Study
See description on page 94.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
FRE 499
Independent StudyIResearch
See description on page 94.
-
210 Modern Languages
GERMAN (GER)
CER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC-additional
sessions required)
CER 21 1, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
GER 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, A u s ~and
,
~witzerlandsince the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
-
-
Modern Languages 21 1
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age. (Prereq.: 311)
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CER 299
Directed Study
See description on page 94.
CER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
CER 499
Independent StudyIResearch
See description on page 94.
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
H NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
-
Intermediate Norweaian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
-
212 Modern Languages
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Intenuhips and Independent Study Courses:
NOR 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NOR 299
Directed Study
See description on page 94.
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NOR 499
Independent StudyIResearch
See description on page 94.
-
Modern Languages 213
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction. (Fall:
111; Sring: 112, Prereq.: 111.)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. IPrereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
214 Modern Languages
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 31 1 or
consent of instructor. Spring: odd years)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 31 1 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SPA 299
Directed Study
See description on page 94.
SPA 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SPA 499
Independent StudyIResearch
See description on page 94.
M
usic has the power to strengthen
the mind, heal the body, and unlock ;he
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training in the context
of a liberal arts education, and is an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and five majors as follows:
Bachelor of Arts (Music Major or Music
Major with Music Business
Concentration)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
Major)
In addition, we offer minors in music,
music business, and a Music Therapy
equivalency certificate program.
Participation in a variety of music experiences including large and small ensemble
courses, music theater productions, performance study, and music courses are open
to students from all majors, with pennission from the instructor.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Ned Kantar, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Marv Dahlgren, Bridgt Doak,
Susan Druck, Lynn Erickson, Janet Fried,
Jennifer Gerth, Bradley Greenwald, Nancy
Grundahl, Mary Horozaniecki,Jim
Jacobson, Kathy Kienzle, Caroline Lemen,
Steve Lund, Laurie Merz, Celeste O'Brien,
Paul Ousley, Rick Penning, Nicholas Raths,
Sonja Thompson, Angela Wyatt
Fine Arts Coordinator
Cathy Anderson
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of their sophomore year.
Transfer students must meet with a music
adviser immediately after enrolling at
Augsburg to establish an appropriate
course of music study and application
process. All students interested in pursuing a music degree at Augsburg must contact a music faculty adviser in their
degree area as soon as possible to ensure
a smooth program of study and timely
completion of music degree requirements.
Degree Program Advisors:
Jill Dawe - BM Music Performance
Stephen Gabrielsen - BA Music
Peter Hendrickson - BM Music
Education
Roberta Kagin - BS Music Therapy
Ned Kantar - BM Music Education
Robert Stacke - Transfer Students
Acceptance to the degree program will
be based on the successful completion of
the steps outlined in the Music Student
Handbook, as well as on the student's performance at his or her spring sophomore
jury.
Music Degree Core Curriculum for all
ProgramsJMajors
MUS 101 Materials of Music I
MUS 102 Materials of Music 11
MUS 111 Aural Skills I
216 Music
MUS 112
MUS 201
MUS 202
MUS 211
MUS 212
MUS 231
Aural Skills I1
Materials of Music 111
Form and Analysis
Aural Skills 111
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music I1
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements as
given under each specific degree and
major.
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Student select either
vocaVgenera1 or instmmentavgeneral
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses in necessary for the music education licensure pro-
w"--
Requirements
Music core curriculum and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 290 Topics: MN American Indians
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481ESE 483 Student Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,254
Instrumental emphasis- one course credit
of music elective
Two quarter course credits of performance
studies in the major insh-umentlvoice (first
year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
-
Music 217
Two full course credits of performance
studies in the major instrumendvoice
(fourth year)
Eight semesters in a major Augsburg
ensemble on the major instrumenthoice
(winds and percussion, Band; strings,
Drchestra; voice, Choir). You must participate in the ensemble for which you want
to teach.
Music Education majors whose major
performance medium is piano, organ, or
pitar are required to enroll in 4 semesters
~flessons on a minor performance medilm that allows them participation in the
:orresponding large ensemble. Examples:
4 music education major in the vocal-gen:ral track who selects piano as a major perormance medium (rather than voice) is
equired to take a minimum of four semes.ers of voice lessons, in addition to partici~atingin a large group vocal ensemble for
:ight semesters.
A music education major in the instrunental-general track who selects piano,
)rgan, or guitar as a major performance
nedium is required to take a minimum of
our semesters of lessons on a band or
rchestral instrument, in addition to paricipating in a correspondinglarge group
nstrumental ensemble for eight semesters.
=oursemesters in an Augsburg small
:nsemble on the major instrumendvoice
mprovisation competency on major
nstrumendvoice
mprovisation
Lrea of Emphasis:
InstrumentaVGeneral Certification
Two semesters of traditional MUE
chamber music
Two semesters MUS 129
Improvisation- OR- one semester
MUS 129 Improvisation and one
semester jazz band
VocaVGeneral Certification
Two semesters traditional MUE chamber music
One semester MUS 129 Improvisation
One semester MUSITHR 235 Music
Theatre
(Vocalists taking MUS 129 will also be
expected to comp from a lead sheet andlor
sing with the combo.)
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in themajor instrumendvoice
BACHELOR OF MUSIC
Music Performance Major
This major is a focused classical training program designed to challenge the
musical skills and performing ability of the
individual musician. Students interested in
pursuing this degree are selected through
an audition/interview process (see Music
Department Handbook) and should have
demonstrated performance ability an
excellent GPA in music coursework, a selfdirected learning style, and a passion for
developing their skills through intensive
work and practice in a chosen performance
area.
This degree best prepares students for
private and studio teaching, professional
performing opportunities, auditions, and
graduate school.
Requirements: 14.5 course credits
Music core curriculum and:
MUS 358 Full Junior Recital
MUS 459 Full Senior Recital
One of the following three areas of emphasis:
Vocal emphasis-MUS 251,252,253,254
218 Music
435, EDS 359, one course credit of music
elective
Piano or organ emphasis-MUS436,456,
one course credit of music elective
Instrumental emphasis- one and one half
course credits of music electives, one
methods course for major instrument
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight semesters in a major Augsburg
ensemble on the major instrumentlvoice
and residency at Augsburg
Or, for piano or guitar emphasis:
Four semesters in a major Augsburg
ensemble plus four semesters of departmental ensemble work as assigned by the
student's academic adviser and studio
instructor.
Four semesters in an Augsburg small
ensemble on the major instrumentlvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major instrumentlvoice
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility approved by the American Music
Therapy Association (AMTA). This course
of study is chosen by students who wish to
become professional music therapists.
Requirements: 23 course credits
Music core curriculum and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275 Music Therapy Practicums
MUS 311,312 Composition I or 11
MUS 372,375 Psychological Foundation
of Music I, I1
MUS 374, 375 Music Therapy Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
In ternship
MUS 458 Half Senior Recital
EDC 410 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods 11:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design
Procedure, and Analysis I
Eight quarter course credits of performance studies in the major
instrurnentlvoice
Eight semesters in a major Augsburg
ensemble on the major instrumentlvoice
and residency at Augsburg
Two semesters in an Augsburg small
ensemble on the major instrurnentlvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
-
Music 219
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many music
related business fields most often choose
this course of study.
Requirements
Music core cumculum and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One credit of approved courses outlined in
the Music Department Student Handbook.
One credit of upper division music
courses.
Eight quarter course credits of performance studies in the major
instrument/voice
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
Two semesters in an Augsburg small
ensemble on the major instmmental/voice
Pass piano proficiency test
music business studies. The music business major has two tracks: the Bachelor of
Arts in music with music business concentration (designed for the performing
artist) and the Bachelor of Arts in business administration with specialization in
music business (designed for the
music/business student).
B.A. in Music with Music Business
Concentration
Requirements: 19.5 credits
Music core cumculum and:
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
MUSBUS 105 Music Business
MUSBUS 245 Arts Management
MUSBUS 399 Internship
SPC 111 Public Speaking
MUS 458 Senior Recital
Eight quarter course credits of performance studies in the major
instrument/voice
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
Pass three music repertoire tests
Two semesters in an Augsburg small
ensemble on the major instrumentaVvoice
Music Business Major
Pass piano proficiency test
The music business major prepares students to enter today's music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
[or careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
~usinessstudent the opportunity to pursue
Pass three music repertoire tests
B.A. in Business Administration with
Specialization in Music Business
Requirements: 16 credits
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 260 Problem Solving for Business
or MIS 270 Data Management for
Business
-Music
220
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Marketing
or BUS 254 Entrepreneurship
MKT 252 Principles of Marketing
BUS 301 Business Law
or PHI 300 Business Law and Ethics
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUSBUS 245 Arts Management
MUSIBUS 399 Internship
SPC 111 Public Speaking
3 MUS credits- OR-2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music I1
MUS 112 Aural Skills I1
MUS 130 Intro to Music and the Fine
Arts
MUS 241 History of Jazz
MUS 320 Worlds of Music
MUS xxx Finalehlusic Tech Software
(Other MUS courses as approved by advisor)
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, I1
MUS 111, 112 Aural Skills I, I1
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUS 232 History and Literature of
Music I1
One credit of additional music courses.
Four consecutive semesters in a major
Augsburg ensemble concurrent with four
quarter courses of performance studies on
the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSIBUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUSIBUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
Music Therapy
Equivalency/Certification Program
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
-
Music 221
Music Therapy Association to become prolessional music therapists. This equivalen7 program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
~ndividualrequirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
rnsemble for four terms and successful
:ompletion of a two-year music theory
rquivalency test.
For acceptance to the degree program,
:quivalency/certification students must:
submit an application for admission during the first semester of residency at
Augsburg
submit a copy of a current academic
transcript and eansferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
)e based on the successful completion of
he above, as well as on the student's perormance at his or her first jury.
Iepartmental Honors
Students may quahfy for departmental
ionors by submitting a petition to the
nusic faculty before the end of the first
iemester of the senior year. The petition
or honors should include:
I
I
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical standards.
A proposal for an honors project
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in performance studies in the major
instrumentlvoice is required for recital performance. At least two full-time music faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
222 Music
W EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Many music courses are offered alternate years. Consult the re@trar's Web site
<www.augsburg.edu/enroll/registrar>or the Music Department for course offerings in each
term.
W THEORY AND MUSICIANSHIP
MUS 101
Materials of Music 1 (.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondaly dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 129
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 201
Materials of Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
-
Music 223
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.0)
MUS 21 1
Aural Skills 111
MUS 212
Aural Skills IV
MUS 31 1
Composition 1
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related twentieth-century literature. (Prereq.: Passing
MUS 202 and 212 with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm and form.
Serialism, exoticism, indeterminacy, electronic minimalism, special effects.
Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or
permission from instructor)
vlUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111,231)
AUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
lnUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
I HISTORY AND LITERATURE
AUS 105
AUS 130
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
224 Music
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102,201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
Thefollowing four half courses are extensive studies of special eras in the history of music:
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254 or permission from instructor)
-
Music 225
MUS 436
Piano Repertoire (.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing and performing. (Prereq.: MUS 231,232)
H PERFORMANCE TECHNIQUE
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of music-theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254)
(each ;25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 358
MUS 458
Junior Recital
(.O course)
B.M. candidates only One-half hour recital at repertoire level 111 for music
education majors, one hour recital at level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
Senior Recital
(.O course)
One-half hour recital at repertoire level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only One hour recital at repertoire level IV for music education majors, one hour recital at level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
MUS 359
MUSIC METHODS: VOCAL
MUS 456
(.5 course)
(.5 course)
(.5 course
Piano Pedagogy (.5 course)
Explores the methods, materials, and techniques for teaching piano. This
course has a community service-learning requirement that pairs each
Augsburg Student with 1-2 elementary school children to whom they will
teach piano.
226 Music
PERFORMANCE-BASED COURSES
ENSEMBLES (MUE)
These courses are open to students from all degree programs and majors.
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and general education requirements. Large ensemble requirements are fulfilled by yearlong participation
with 0.25 credit granted each semester, and non-music majors may choose traditional or
P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements). Transfer students must participate in an Augsburg ensemble during their entire residency
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers o f Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
SMALL ENSEMBLES
These courses are offered each semester for 0.0 credit (with the exception of Jazz
Ensemble). The small ensembles study and perform music that is written for one person
per part.
MUE 113
Vocal Chamber Music
(.O course)
MUE 122
String Chamber Music
(.O course)
MUE 131
Woodwind Chamber Music
(.O course)
MUE 142
Brass Chamber Music
(.O course)
MUE 143
Jazz Ensemble
(.25 course)
MUE 144
Percussion Chamber Music
(.O course)
MUE 145
Piano Chamber Music
(.O course)
MUE 196
Community Jazz Band
(.O course)
-
Music 227
PERFORMANCE STUDY (MUP)
Is available to students from all majors and degree programs, and consists of 14 weekly
private lessons with Augsburg faculty. Students may register for half hour lessons for 0.0
credit or .25 credit, or one hour lessons for 0.5 credit. The semester goals for each performance study course are set at the discretion of the faculty instructor and may include concert attendance, studio class, a jury or additional requirements, in accordance with the student's abilities, experience and intended major. 0.0 credit lessons have less stringent course
goals.
MUP 111-411
Voice
MUP 141-441
Trumpet
MUP 121-421
Violin
MUP 142-442
Trombone
MUP 122-422
Viola
MUP 143-443
Baritone
MUP 123-423
Cello
MUP 144-444
Tuba
MUP 124424
Bass
MUP 152-452
Piano
MUP 131-431
Oboe
MUP 159
Piano accompanying
MUP 132-432
Bassoon
MUP 161-461
Guitar
MUP 133-433
Clarinet
MUP 171-471
Percussion
MUP 134434
Saxophone
MUP 181-481
Organ
MUP 135-435
Flute
MUP 191-491
Harp
MUP MUP 137-437
Horn
MUP 192-492
Improvisation
MUP 193-493
Composition
Note carefully the following provisions:
A semester of study is 14 weeks of lessons and coaching. Any lessons during the summer
are arranged privately with the teacher.
A student who cannot attend a scheduled lesson is required to notify the teacher at least
24 hours in advance; otherwise except for illness immediately prior to the lesson, the
stuclent will forfeit the right to a make-up lesson.
Credit is granted only for study with faculty members of the Augsburg College
Department of Music.
CROUP INSTRUCTION (MUS)
The following classes consist of group lessons on a particular instrument and are recommended as a starting point for students who are beginners, and for music majors needing to fulfill a proficiency requirement. After completing group instruction, students may
choose to pursue performance studies (see above). These courses do not have a performance study fee attached.
228 Music
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MUS 299
Directed Study
See description on page 94.
MUS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
lndependent StudyIResearch
See description on page 94. Open only to advanced students upon approval of
the faculty.
MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement.
MUS 274,275 Music Therapy Pradicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hour
per week. No course credit.
-
Music 229
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano and percussion with application for the use
of these instruments for music therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.5 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Broad Base Requirements (also for 5-8
General Science licensure)
GEO XXX Introductory Geology
PHY 106 Introductory Meteorology
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, I1
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I,
I1
Biology Major-B.A. in Life Sciences
(for licensure in biology 5-12)
Broad base requirements (substitute BIO
113 and 114 for BIO 101 and 102), plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Anatomy
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 369 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
MAT 114,122,145,163, or PSY 215
-
Natural Science Teaching Licensure 231
Chemistry Major
(for licensure in chemistry 5-12)
Physics Major (for licensure in physics
5-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, 11
or CHM 115, 116 General Chemistry I,
I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two courses from:
CHM 364,367,464,470,481,482
One year of general physics -PHY 121,
122
Two additional physics courses above 122;
PHY 261 recommended
One year of general chemistry- CHM
105, 106 or CHM 115,116
Other Requirements
N
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NAS 230
Contemporary Norderl
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: altanate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in ~ o k e g i a n(Spring:
.
alternate years)
-
Nordic Area Studies 233
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NAS 299
Directed Study
See description on page 94.
NAS 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
NAS 499
Independent StudyIResearch
See description on page 94.
See listing under Modem Languages.
T
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses who want to increase their opportunities
in the health care field.
The scope of nursing practice is changing and expanding: Nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own practices.
Wherever they work, nurses provide comprehensive health care for persons, groups
and communities of diverse cultures and
socioeconomic levels throughout the life
span.
The bachelor's degree equips nurses to
synthesize working knowledge from the
liberal arts with the art and science of
nursing. The nursing program at Augsburg
also provides educational opportunities to
increase skills in critical thinking, clinical
investigation, and decision-making in
preparation for challenging new nursing
positions in emerging care systems.
Augsburg's nursing program, which
leads to a bachelor of science degree with a
major in nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for a public health nurse registration certificate in
Minnesota.
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss.
Adjunct Faculty: Linda Holt, Luann
Watson, Susan Hageness, Kia James,
Audrey Erwin, Marty Aleman, Maralou
Brose, Deborah Schumacher, Beverly
Nilsson (Emerita)
Major
Seven courses including:
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 403 Families and the Life Cycle
NUR 405 Leadershipmanagement
NUR 410 Community Health Nursing I
NUR 41 1 Community Health Nursing I1
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 are
required. Students also must complete
Augsburg's residence and general education
requirements.
The program has been planned so that
the major can be completed within 15
months; however, students may pursue
their studies at a slower pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 41 1) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with the program coordinator, Luann
Watson, from the Department of Nursing
for program planning.
-
Nursing 235
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.6 in the major
and 3.3 overall, application to the department chair by November 1 of the senior
year, recommendation by nursing faculty,
and honors thesis to be presented before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from a nationally accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently. registered
to practice in Minnesota prior to beginning the
nursing major.
clinical practice: ~~~l~~~~~
4. current
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have their own malpractice insurance and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursing this degree.
Nursing courses at Augsburg are available through Weekend College. Classes
usually meet on alternate weekday
evenings for one 3-1/2 hour time block.
Clinical practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts
be taken before
the nursing major.
Nursing majors can complete courses
toward the baccalaureate at the
Minneapolis campus, United Hospital site,
and Rochester site.
NUR 305
Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research.
236 Nursing
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span.
NUR 405
LeadershipIManagement
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105)
NUR 411
Community Health Nursing II*
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/leaming theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent StudyIResearch (optional)
See description on page 94.
Note: I f NUR 41 1 is not taken immediately following NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
* This course involves an additional clinical tuition and hours.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most othe; disciplines arose out of it. Moreover, it is concemed with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 139.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
238 Philosophy
-
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Consideration is given to the nature and history of romantic love and its relationship to sex. Issues such as the ethics of sex in relation to marriage,
pornography, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on inductive
reasoning.
PHI 241
History of Philosophy I: Ancient Creek Philosophy
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
-
Philosophy 239
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 300
Business Law and Ethics
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
PHI 343
History of Philosophy Ill: Early Modern and 19th-Century
Philosophy
The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kantk synthesis of rationalism and empiricism, and 19th century Idealism and the reaction
to it (Marx, Kierkegaard, Nietzsche).
PHI 344
History of Philosophy IV: 20th-Century Philosophy
A survey of major philosophical schools in the 20th century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
240 Philosophy
PHI 380
Ethics of Medicine and Health Care
The course lays out some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343, 344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHI 299
Directed Study
See description on page 94.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHI 499
Independent Study/Research
See description on page 94.
PHYSICAL
EDUCATION
See listing under Health and Physical Education.
p
hvsic~ts
' . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography,biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Aughurg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
242 Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 1% Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Elecmomagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM
lo6
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
lo57
BACHELOR OF SCIENCE
Physics Major with Concentration in
Solid State Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
y durand MAT 245 and 247 (or p ~ 327)
ing [he sop~omoreyear.
-
Physics 243
\
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, I1
PHY 101
lntroductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition
the course traces the development of scientific thought from early civilization
to the present day. Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lecturedaboratories. Prereq.: MPG 3.
Fall, spring)
SCI 106
lntroductory Meteorology
A survey of the basic principles of Earth's weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
244 Physics
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour 1aboratoryAectureperiods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
PHY 320
lntroduction to Space Science
A survey of Earth's space environment including solar, planetary, magnetos-
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
-
Physics 245
4
PHYIMAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of insmctor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 330
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
A study of the physics of thin (magnetic) films, covering the entire range from
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, Tunnel
and Force Microscopy and various magnetometry methods. (Three one-hour
lectures. Prereq.: PHY 245 and PHY 351. Spring)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics I1
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modem physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
246 Physics
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modem optics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior
or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHY 299
Directed Study
See description on page 94.
PHY 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
PHY 499
Independent StudyIResearch
See description on page 94. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of cam. paigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
William Monis, Norma Noonan, John
Shockley,Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 PoliticakPatterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective--one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
-
248 Political Science
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specdic requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social StudiesCapstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
--
Political Science 249
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
250 Political Science
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
-
Political Science 251
I
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
POL 282
POL 380
Political Patterns and Processes
(See Section I1 for description.)
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
252 Political Science
I
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
-
POL 484
Origins and evolution of Marxist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the constmction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject rnatter.
Internships and Independent Study Courses:
POL 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 94.
POL 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
POL 499
Independent StudyIResearch
See description on page 94.
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industriaVorganizationa1psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay, Sean Truman
Major
The major is 10.5" courses
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (2 courses)
PSY 399/396 Internship
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 263 Sports Psychology
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Electives (3 courses in psychology)
Majors are strongly encouraged to take
more than the minimum10.5 required psychology courses; no more than 13 course
credits can count for graduation.
"For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399/396, and 499
may be counted.
254 Psychology
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project. Formal application must be made
during the junior year. Please consult the
department chair for more detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299,399/396,
and 499 may be counted.
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 105, MPG 3, and sophomore status)
Psy 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
PSY 262
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
256 Psychology
PSY 295
Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 105)
PSY 315
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 and junior standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memoly, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 and junior
standing)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215, or PSY 105 and junior
standing)
PSY 357
Behavior Analysis
Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 215, or PSY 105 and junior standing)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 and
junior standing)
Psy 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 and junior standing)
-
Psychology 257
PSY 381
Historical Perspectives
Focus on the'people in psychology's history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual histoly. (Prereq.:
PSY 105 and junior standing, or consent of instructor)
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 and junior standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 215 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or comparable course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Internships and Independent Study Courses.
PSY 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 94. (Prereq.: PSY 105)
PSY 3991396 lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Participation in a concurrent seminar is required.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. (Prereq.: PSY 315)
PSY 499
Independent StudyIResearch
See description on page 94. (Prereq.: PSY 315)
258 RELIGION, YOUTH AND
-
MINISTRY-REL,
FAMILY
YFM
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Religion Faculty
Philip Quanbeck I1 (Chair), Janelle
Bussert, Nancy Going, Lori Brandt Hale,
Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik
mum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective credit for the major. Students
who have taken an approved introductory
course in Bible and/or Christian theology
at another college may take REL 300 in
place of the college REL 100 and 200
requirement; consult the registrar's office.
Majors
Advising
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
All majors must have an adviser in the
department.
Departmental Honors
Prerequisites
Religion 100 or 300 (for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Courses designated REL and YFM are
offered by the religion department. A maxi-
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expres-
Reliqion 259
sions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
BACHELOR OF ARTS
Religion Major
REL 210
REL 495
Research Methods in Religion
Religion Seminar
Five additional electives
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Religion Minor
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
Note for majors and minors: At
least two upper division courses must be
taken at Augsburg College. Students are
required to have at least a 2.0 GPA in
courses counted toward the major or
minor. One or two courses in Youth and
Family Ministry (YFM) may count toward
the religion major or minor.
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for credit for students who
have taken REL 300.
REL 190
Christianiv and Contemporary Culture
This introductory course will explore some of the biblical and theological
resources that the Christian tradition brings to the dialogue with contemporary culture. The specific focus will vary; possible topics may include
Christian perspectives on and responses to: political life, religious pluralism,
global communities, consumerism, the media and the internet, ecological concerns, apocalyptic expectations, violence in society, health care issues, new age
spiritualities, and others. NO PREREQUISITE.
-
260 Religion
REL 100 or 300 is a prerequisitefor all other religion courses.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students' own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100 and critical thinking
entry level skill pass or GST 100)
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: ENG 111 and REL 200)
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
REL 301
lnterpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
lnterpreting the New Testament
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities.
REL 306
NonWestern Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 308
Psalms, Songs, and Religious Poetry
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Reliqion 261
REL 309
REL 313
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
Environmental Theology and Ethics
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 362
Theology of the Reformers ,
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: ENG 111and REL 200 or 300)
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
262 Religion
7
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1 transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and
REL 100 or 300)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
REL 425
Christian Spiritual Practices
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, joumaling, and service to the poor.
REL 435
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
-
Religion 263
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: Critical thinking entry level skill pass or GST 100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: ENG 111and REL 200 or
300)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: ENG 111 and REL 210. Fall)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93. Limited to special cases.
REL 299
Directed Study
See description on page 94.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
REL 499
Independent StudyIResearch
See description on page 94. For religion majors only.
See department listingfor a description of thefollowing approved elective:
HIS 378
Medieval Church
PHI 350
Philosophy of Religion
SOC 360
Religion and Society
=YOUTH
AND
FAMILY
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy.
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. YFM majors are encouraged
to plan class schedules to allow for either
extending the internship experience for a
full year, or completing the internship
semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising.
Youth and Family Ministry Major
Eleven courses including
Theology core:
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 35 1 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
Youth and Family Ministry Minor
The minor consists of the following six
courses
REL 200 Christian Vocation and the
Search for Meaning I1
or REL 300 Bible, Christian Theology,
and Vocation
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
-
Youth and Family ~ i n i s t e265
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the religion department youth
and family ministry coordinator.
YFM 207
Contextual Education (.O course)
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
YFM 316
Church and Culture in Context
A study of culture and church life and the contemporary religious situation in
another country. Emphasis will be on the role of congregations and families in
both that country and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
YFM 358
Life and Work of the Church
A study of the role of congregations and families in shaping and nurturing
faith through Christian education and curriculum, youth and family ministry,
and parish life.
YFM 399
Internship
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
YFM 499
Independent Study/Research
See description on page 94.
T
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
'
-
Russian, Central, and East European Studies 267
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
(Letters following course numbers designate location: H=Hamline; M=Macalester;
C=St. Catherine; T=St. Thomas)
See Nordic Area Studies.
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastem Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
E\r Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
ECO 3 17 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, histoly, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work program is accredited by the
Council on Social Work Education and
leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department is to
develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of
people in a diverse and global society.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Annette Gerten, Barbara
Lehmann, Rosemary Link, Sharon Patten,
Curt Paulsen, Karen Robards (BSW
Program Director), Nancy Rodenborg
(BSW Field Coordinator), Glenda
Dewbeny Rooney, Michael Schock,
Maryann Syers (Field Education
Coordinator)
270 Social Work
-
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. An application,
written self-statement, reference letters,
and the completion or planned enrollment
in all core and supporting program courses
below the 400 level are necessary to apply
for candidacy
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Politics and Public Policy
-
Social Work 271
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 40 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Concurrent with
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
-
272 Social Work
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
SWK 402
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
SWK 403
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
-
Social Work 273
Internships and lndependent Study Courses:
SWK 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 94.
SWK 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SWK 499
lndependent StudyIResearch
See description on page 94.
s
ociology is the study of society as a
whole and i f human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as l a y the
ministry, social work, urban planning, and
human services.
Sociology Faculty
James Vela-McConnell (Chair), Eric
Buffalohead, Lars Christiansen, Gany
Hesser, Michael O'Neal, Diane Pike, Tim
Pippert
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 490 Senior Seminar
and three additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Crime and Deviance
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration
include: SOC 265, SOC 277, a deviance
course, PSY 335, and an upper division
Internship approved by the department.
See Diane Pike for advising and visit the
department Web site for details.
-
Sociology 275
Concentration in Cultural
Anthropology
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical Perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their ~ersonalcareer and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Lars Christiansen
for advising and visit the department Web
site for details.
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in l a y consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.5 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
276 Sociology
the junior year. Successful completion of
departmental honors in sociology automatically qualifies the student for graduation
with distinction from the college.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 222
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
SOC 231
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social
patterns. (Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What conditions are necessary for the formation of social movements? Why and how do
social movements emerge, and decline? Is violence a legitimate strategy of
social change? What impacts do social movements have on social institutions,
the state, culture, and even personal identity? The purpose of this course is to
explore these and other questions through studying social movement theory
and several social movements occurring over the last two centuries. (Prereq:
SOC 121 or consent of instructor)
-
Sociology 277
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality--receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy (Fall)
SOC 290
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis--be it in an academic joumal or a daily newspaper. (Prereq.:
MPG 3. Fall)
-
278 Sociology
SOC 363
Research Methods
Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and field
research in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: Soc 121 or consent of instructor)
SOC 410
Practicum in Organizational Analysis and Development
In this course students and the professor work together-as a team-to discuss readings, to visit and analyze local organizations, and work on a project
with a community partner. We will explore organizational theory through classic, pathbreaking, and contemporary readings in the fields of the sociology of
organizations and organizational theory, discuss those ideas in their own
terms, in relation to other theories, and in application to our experiences with
local organizations. (Prereq: SOC 222 and SOC 349)
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 490
Senior Seminar
This capstone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity Pass/No Pass grading. Seniors only. (Spring)
-
Sociology 279
Internships and Independent Study Courses:
SOC 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SOC 299
Directed Study
See description on page 94.
SOC 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211-andlor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 94. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speech/communication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts
Department offer valuable cross-disciplinary connections for the campus while
also providing a solid base in classical,
modem, contemporary, and multicultural
theatre.
~
-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theame professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as communication arts, art,
English, education, music, or religion.
Theatre Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Sandra
Schulte
BACHELOR OF ARTS
Theatre Arts Major
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten theatre practicum units distributed as
follows: 1-5 practicum units in the performance area from THP 111 or THP 118; 4-8
racticum units in the production area
rom THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 practicum units in
he artistic area from THP 117, THP 119 or
THP 120.
Please note that all theatre practicum
ourses count as one theatre practicum
unit except for THP 116, Stage
Management (three practicum units) and
THP 115 Assistant Stage Managements
two practicum units), because of the
xceptional time requirement of these two
practicum areas.
The following cross listed and capstone
courses are encouraged, but not required:
THRMUS 235 Skills of Music Theatre
THRIENG 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
a r t s should begin with courses THR 226,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365, 366.
Note: Some courses are offered alternate years only
Majors must participate in two out of
5ree dramatic productions every year.
jtudents must maintain an overall 2.0 GPA
:o have major participation in productions.
-
-
Theatre Arts 281
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors can&dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five theatre practicum units including
THP 111plus four theatre practicum units
fiom THP 112,113, 114,115, or 116. See
note above about THP 115/116.
Film Major and Minor
See a description and requirements for
the film major and minor in the
Communication Studies section of the catalog.
282 Theatre Arts
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism 11
A directed studies course in dramaturgy or
theatre criticism or theatre history
Dance and Theatre Teacher Licensure
Major
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in day program only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
11required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama: Acting and
Improvisation
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THWENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
For secondary education licensure coursework, see the secondary education section
of this catalog and consult with the education department.
'THR 222 is linked to an AUG SEM course,
but may be taken separately
THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
One recommended, but not required, theatre course:
THRMUS 235 Skills of Music Theatre
-
Theatre Arts 283
THRIHPE 002 Lifetime Sports-Introduction
to Dance (.O course)
This course offers an o v e ~ e w
of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 005 Lifetime Sports-Modern
(.O course)
Dance and lmprovisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004,
or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and lmprovisation
A study of theatrical movement, voice, mime, mask, improvisation, acting
with an emphasis on active participation and reflective writing. Teaching and
instructional methods of creative drama are included in course content. This
course is primarily designed for non-majors and does not fulfill credit toward
the theatre arts major.
THRICOM 216 lntroduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in BIW.
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 226
Movement for the Theatre
This course will explore principles of movement used in the art of acting. The
goal will be to improve the actor's physical energy, concentration, balance,
control, clarity timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical
and vocal characterization exercises. Students will examine various performance paradigms and see professional productions.
THR 228
lntroduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
magic, and creative processes. Students will execute practical projects, attend
theatre tours, see professional productions, and participate on the Theatre
~
lab requireDeparment's fall production. Open to all students. F O hour
ment. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor. Spring,
284 Theatre Arts
THRIMUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of music-theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
THR/ENC 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one
literature course. ENG 226 also recommended. Alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute three design projects using a research based design process. Class will
take theatre tours, host visiting artists, and have a practical involvement in
two Augsburg College productions. Forty hour lab required, materials needed.
(prereq.: THR 228 or junior status. Spring)
THR 333
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the clas-
sical Greek through the Italian Renaissance period. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
-
-
Theatre Arts 285
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through the contemporary theatres. Reading of plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance de&inds of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare,French neoclassicism, Restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 222 and THR
232 and 362 or consent of instructor. Fall or Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analyses; audition, casting, and rehearsal planning and techniques; blocking,
stage dynamics, working with actors, and the overall staging of a play.
(Prereq.: THR 362, or consent of instructor. Spring, alternate years)
THRISPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. Prereq: ENG 241
and JR/SR standing
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
THR 299
Directed Study
See description on page 94.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
THR 499
Independent StudyIResearch
See description on page 94.
-
286 Theatre Arts
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts majorlminor and the dance-theatre
licensure major. All THP theatre practicum
courses are taken for non-credit with
Pass/No Pass grading. Evaluation by the
faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
Consent of instructor
Supervision by theatre faculty
A minimum of 40 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Please note:
All majors will complete at least one
THP unit in costumes.
THP courses may be repeated.
Crew work required for classes/coursework does not count towards practicum.
Work-study hours do not count towards
practicum.
Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 11111211131 Theatre Practicum: ActingIPerformance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for dancdlicensure
majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition).
THP 11211221132 Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (30 hour minimum) in house management, ushering,
or box office.
THP 113/123/133 Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
-
Theatre Arts 287
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.O course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Pradicum: Assistant Stage Management
2 Practicum units (-0 course)
Assistant stage management for main stage production.
THP 11611261136 Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 117112711371147 Theatre Practicum: Artistic Assistance
1 Practicum unit (.O course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
THP 118
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
THP 119
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
of scenery or lights in collaboration with another student's Senior Directing
Project if the student cames the design project out as a THR 4991THP 119
combination.
THP 120
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
URBAN
STUDIES
See Metro-Urban Studies.
T
he Women's Studies Program
provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences. The
Women's studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women's Studies Faculty
Cass Dalglish (Coordinator), Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline deVries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehmann, Lynne Lorenzen, Anita
Lutterman-Aguilar, Elise Marubbio,
Kathleen McBride, Norma Noonan,Michael O'Neal, Timothy Pippert, Judy
Shevelev, Beverly J. Stratton, Kathryn
Swanson,James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in Women's Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (Seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women's studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women's studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg's Center for Global Education.
Two programs have been pre-approved for
women's study credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Social and
Environmental Justice: Latin American
Perspectives (offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
--
Women's Studies 289
approval of the women's studies program
coordinator.
Transfer Students
Students who transfer to Augsburg
College and wish to complete a major or
minor in women's studies are urged to consult with the director of women's studies
immediately upon transfer.
The Women's studies program has an
articulation agreement with Century
College that governs Century College students with a women's studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of women's studies
for approval of courses for the major or
minor.
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
Thii course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society Emphasis will be placed on the comparative roles of women in different cultures.
WST 281
Topics in Women's Studies
WST 305
Issues in Cay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbt/supporting
agencies, and some travel and experiences in the Twin Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites:WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social and EnvironmentalJustice:
Latin American Perspectives)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 341
Environmental Politics
(CGE Course. See International Studies, Social and Environmental
Justice:Latin American Perspectives.)
290 Women's Studies
I
WST 355
Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Social and Environmental Justice:
Latin American Perspectives.)
WST 359
Women, Gender and Social Change in Mesoamerica
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors. It is also
required of minors who do not elect to do an independent study (499). It is
offered at a different college each semester.
Internships and Independent Study Courses (Must be approved in writing by the women's studies
coordinator):
WST 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
WST 299
Directed Study
See description on page 94.
WST 399
lnternship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 93.
WST 499
Independent StudyIResearch
See description on page 94.
-
Women's Studies 291
See department listings for descriptions of the following approved electives:
ART 352
Women and Art
ENC 236 o r 436 Women and Fiction
ENC 361
Modern Fiction
ENC 480
Criticism and Theory
HIS 282
History of Women Since 1850
HIS 311
Topics in Women's History
HPE 316
Human Sexuality
POL 124
American Women and Politics
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology o f Gender
SOC 231
Family Systems
SOC 265
Gender, Race, and Ethnicity
REL 441
Feminism and Christianity
See listing under Religion.
Board of Regents - 294
ELCA, Division for
Education - 295
Faculty and Administration - 296
Officers - 296
Administration - 296
Faculty - 298
Faculty Emeriti - 315
Campus Maps - 318,319
Chair
Jean M. Taylor '85
Secretary
Tracy Lynn Elftmann '81
Vice Chair
H. Theodore Grindall76
Treasurer
Joan L. Volz '68
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Dan W. Anderson '65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
Rev. Craig Johnson (2005)
Bishop, Minneapolis Area Synod,
Minneapolis, MN
*Gary E. Benson '70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
*KinneyJohnson '65 (2008)
Partner, Sequel Venture Partners, Boulder,
Rev. Robert Berg (2005)
Bishop, Northwest Synod of Wisconsin,
Rice Lake, WI
*Ruth E. Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
*Jackie Cherryhomes '76 (2004)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
*Tracy Lynn Elftmann '81 (2008)
President, Customized Employer Solutions,
LCC, Minneapolis, MN
William V Frame (2006)
President, Augsburg College, Minneapolis,
MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Michael R. Good '71 (2007)
President and CEO
Sotheby's International Realty
*H. Theodore Grindal'76 (2008)
Attorneypartner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
James E. Haglund (2006)
PresidentIOwner, Central Container
Corporation, Brooklyn Park, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
co
Jennifer H. Martin (2007)
Senior Vice President Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
*Julie R. Nelson '83 (2008)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
"Ronald G. Nelson '68 (2008)
Vice President and Controller, 3M
Company, St. Paul, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Wayne Popham (2006)
Attorney, Popham Law Office,
Minneapolis, MN
-
Board of Regents 295
Glen J. Skovholt (2006)
President, Government & Community
Strategies, St. Paul, MN
Marshall S. Stanton (2009)
Vice President and CRM Medical Director,
Medtronic, Minneapolis, MN
*Philip Styrlund '79 (2006)
President, The Summit Group, Apple
Valley, MN
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Sandra L. Vargas (2008)
County Administrator, Hennepin County,
Minneapolis, MN
*Joan L. Volz '68 (2006)
Attorney, Welch, MN
*Jean M. Taylor '85 (2006)
President, Taylor Corporation, Eagan, MN
*F! Dawn Taylor '78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, LA
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
Dr. Rod Schofield
Director for Colleges and Universities
Dr. Arne Selbyg
Secretary, Board of Directors
Rev. Linda J. Kraft
Asst. Director for Colleges and
Universities
Vacant
Executive Director
Leonard G. Schulze
296 AUGSBURG
COLLEGE
FACULTYAND
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Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Student Affairs and Dean
of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John E Kennedy School of
Government, Harvard University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; MS., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Administration
Leif Anderson (1996). Chief Information Officer and Director of Information Technology.
B.A., University of Minnesota.
Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato
State University; M.P.A., John E Kennedy School of Government, Harvard
University.
Trena Bolden (2002). Director, Pan-Afrikan Center. B.A., Augsburg College.
Carrie Carroll (1997). Director of Admissions, Adult Programs. B.A., Hamline University.
Peggy M. Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanichtino Student Services. M.A., St. Paul
Seminary School of Divinity - University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
David Fenrick (2003). Program Coordinator and Faculty Liaison, Center for Global
Education. B.A., Gordon College; M.A., Luther Seminary; M.Div., Wesley
Seminary.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
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Augsburg College Administration 297
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Assistant Vice President for Enrollment and Market
Development. B.A., Augsburg College.
Daniel F. Jorgensen (2000). Director, Public Relations. Instructor, part-time, English. B.A.,
M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
John I! Knight, Sr. (1999). Director, Development. B.A., Bethel College; M.P.A., The
George Washington University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
Patrice Salrneri (2002). Director, StepUP Program.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
298 Augsburg College Faculty
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Amy L. Sutton (2002). Director, AlumniRarent Relations. B.S., M.S., South Dakota State
University.
Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College.
Paul L. Temo (1990). Director, Financial Aid. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Theatre Arts. B.S., University of
Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Phillip A. Alioto (2004). Instructor, part-time, Business Administration. B.S., Marquette
University; M.B.A., Northland University; Ph.D., California Coast University
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Nancy M. Atwater (2004). Instructor, part-time, Business Administration. B.S., Iowa State
University: M.A.M., College of St. Scholastica.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
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Augsburg College Faculty 299
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University
Matthew C. Barber (1992). Studio ArtistPercussion, part-time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
Carol E. Barnett (2000). Studio ArtistfComposition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.EA., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Michele R. Braley (2002). Instructor, part-time, Social Work. B.A., Oberlin College;
M.S.W., Augsburg College.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota.
Jacquylynn Brickman (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.Ed., St. Mary's University.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
300 Augsburg College Faculty
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., MS., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.EA., University of Minnesota.
Janelle M. Bussert (1994). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part-time, Modem Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cemto (1991). Instructor, part-time, Business Administration. Director of
Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W , University of Minnesota.
Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; M.EA., Minneapolis College of Art and Design.
Anthony J. Clapp (2001). Instructor, part-time, Physician Assistant Studies. A.A., Golden
Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas
State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
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Augsburg College Faculty 301
Thomas S. Conroy (2002). Instructor, part-time, Psychology. A.A., Minneapolis
Community College; B.A., Northeastern Illinois University; M.Ed., University of
Minnesota.
Teresa A. Cook (2000). Instructor, part-time, General Studies. B.A., University of
Minnesota; M.A.L., Augsburg College.
Nicholas A. Coult (2000). Associate Professor of Mathematics. B.A., Carleton College;
M.S., Ph.D., University of Colorado.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
D
David S. Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A.,
University of Wisconsin-Madison.
Liv Dahl (2003). Instructor, part-time, Modem Languages. B.A., M.A., University of
Minnesota.
Marvin D. Dahlgren (2002). Studio Atist/Percussion, part-time, Music. B.A., MacPhail
School of Music.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.EA., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.EA., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastrnan School of Music.
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; PA., Bowman Gray School of Medicine.
Jacqueline R. devries (1994). Associate Professor of History. Director of A.C.T.C. Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Michael L. Douglas (2003). Medical Director, Assistant Professor, part-time, Physician
Assistant Studies. B.S., Vanderbilt University; M.D., Quillen College of Medicine
of East Tennessee State University.
-Augsburg College Faculty
302
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Elizabeth B. Eicher (2003). Instructor, part-time, Education. B.S., M.Ed., University of
Minnesota.
Wesley B. Ellenwood (2002). Instructor, part-time, Theatre Arts. B.A., University of
Minnesota; M.EA., Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College;
M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist~Trumpet,part-time, Music. B.A., Bethel College;
M.EA., D .M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio ArtistIPiano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Kevin G. Ewert (2002). Assistant Professor of Computer ScienceMIS. B.S., North Dakota
State University; M.A., M.S., Saint Mary's University-Rochester; A.B.D., Nova
Southeastern University.
F
Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University
of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Edith E. Ferber (2003). Instructor, part-time, Education. B.A., M.A.T., Indiana University.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
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Augsburg College Faculty 303
Gordon R. Flanders (2003). Instructor, part-time, Business Administration. B.A., Augsburg
College; M.B.A., University of Minnesota.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Michael 0.Freeman (2002). Instructor, part-time, Political Science. B.A., Rutgers College;
J.D., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Bennet B. Fuller (2004). Instructor, part-time, Center for Global Education. B.A.,
Southeastern Massachusetts University; Ph.D., Boston University.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Ann L. Gamey (1998). Associate Dean for Student Affairs. Instructor, part-time, Business
Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D.,
University of Minnesota.
Merry Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Rarnsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C. Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
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304 Augsburg College Faculty
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Education and Modem Languages.
B.S., M.Ed., University of Minnesota.
Joan L. G r i f f i (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University
Lyle M. Griner (1996). Instructor, part-time, Religion. B.A., University of Northem Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Susan M. Hageness (2002). Adjunct Instructor of Nursing. B.S., St. Olaf College; M.A.,
Saint Mary's University.
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Curtis W. Hammond (2003). Instructor, part-time, Health and Physical Education. B.S.,
M.S., University of Oklahoma.
Alyssa N. Hanson (2003). Instructor, part-time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College,
Moorhead; M.P.H., M.S., University of Minnesota.
John U. Harkness (2001). Instructor of English. B.A., University of Minnesota; Ph.D.,
Harvard University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
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Augsburg college Faculty 305
Gany W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Stella K Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Bradley I! Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Mary A. Hunt (2000). Studio Artisfliano Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
Lisa L. Hyland (2003). Instructor, part-time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; MS., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part-time, History. B.A., University of Wisconsin,
Lacrosse; M.A., University of Nebraska.
Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.M!, University of
Michigan.
I
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part-time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part-time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Instructor, part-time, Sociology (American Indian Studies).
B.A., Metropolitan State University; M.A., University of St. Thomas.
Kia M.G. James (2003). Instructor, part-time, Nursing. B.A., B.S.N., St. Olaf College;
M.PH., Ed.D., University of Minnesota.
306 Augsburg College Faculty
William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Eric R. Johnson (2003). Instructor, part-time, Computer Science. B.A., Amherst College;
M.S., Ph.D., University of Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
Daniel E Jorgensen (2002). Director, Public Relations. Instructor, part-time, English. B.A.,
M.S., South Dakota State University
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaulinan (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mary Beth Kelley (2004). Instructor, part-time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball (1991). Vice President for Academic and Student Affairs and Dean
of the College. Associate Professor of History B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newbeny College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
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Augsburg college Faculty 307
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State
University; M.S., Mankato State University; Ed.D., University of St. Thomas.
Margaret A. Knutson (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Hamline University.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Richard J. Kramer (2003). Instructor, part-time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Heidi M. Kreutzer (1995). Instructor, part-time, Modem Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Gregory l? Krueger (2000). Instructor, part-time, Education. B.A., Southwest Minnesota
State University; M.A., Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
VelrnaJ. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership and
Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West
Virginia University.
Edward Bok Lee (2002). Instructor, part-time, Communication Studies. B.A., University of
Minnesota; M.EA., Brown University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistlFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Karoline M. Lewis (2003). Instructor, part-time, Religion. B.A., Northwestern University;
M.Div., Luther Seminary; A.B.D., Emory University.
Teny L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant
Studies. B.A.S., Siena Heights College; M.P.A.S., University of Nebraska.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. L h k (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah F! Lockwood (2002). Studio ArtistPiano Accompaniment, part-time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
308 Augsburg College Faculty
Lori L. Lohrnan (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Michael S. Lotti (2003). Instructor, part-time, Business Administration/Philosophy B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven P. Lund (1982). Studio Artist~Trombone,part-time, Music. B.S., University of
Minnesota.
Ann L. Lutteman-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
M
Paula S. Martin (2000). Instructor, part-time, Education. B.S., University of Maine; M.Ed.,
Framingham State College.
M. Elise Marubbio (2003). Assistant Professor of English (American Indian Studies).
B.EA., Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Craig D. Maus (2002). Instructor, part-time, Business Administration. A.A., North
Hennepin Community College; B.S., Mankato State University; M.B.A., University
of St. Thomas.
Ioanna Mavrea (2003). Assistant Professor of Mathematics. B.A., Glassboro State College;
MS., Ph.D., University of Connecticut.
Paul K. McAlister (2001). Instructor, part-time, Philosophy B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; MIA., University of Miami-Coral Gables.
Carol T. McCoy (2003). Adjunct Faculty Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Michael J. McIlhon (2000). Instructor, part-time, Economics. B.B.A., M.A., University of
Iowa.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University
Kirsten A. S. Mebust (2004). Instructor, part-time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
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Augsburg College Faculty 309
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California
State University; M.A., Califomia State University-Northridge.
Karen Coe Miller (1998). Instructor, part-time, Theatre Arts. B.A., Macalester College.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Cassandra M. Moe (2002). Instructor, part-time, Biology. B.S., University of Minnesota;
Ph.D., University of Maryland.
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
Patsy H. Mogush (2003). Instructor, part-time, Education. B.A., B.S., University of
Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota.
John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Sheila M. Moriarty (2002). Instructor, part-time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio ArtistRiano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G . Olson (2001). Instructor, part-time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
310 Augsburg College Faculty
Shawn A. Osell (2002). Instructor, part-time, Economics. B.A., University of MinnesotaDuluth; M.A., Mankato State University
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastrnan School of Music.
P
Stephen A. Pacholl (2001). Instructor, part-time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part-time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G . Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Michael F. Pattison (2003). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part-time, Education. B.A., St. Olaf College;
M.A., St. Mary's University
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Cvetanka T. Perovic (2003). Instructor, part-time, Modem Languages. B.A., University
Ciril and Metodi; M.A., University of Minnesota.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
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Augsburg College Faculty 311
Q
Philip A. Quanbeck I1 (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Christopher Karstens Randall (2004). Instructor, part-time, Psychology (Capella
University). A.B., Wabash College; M.S., Ph.D., University of Kentucky
Karl P.Raschke (1999). Instructor, part-time, Art. B.A., M.EA., University of Minnesota.
0. Nicholas Raths (1988). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A.,
Ph.D., Northwestern University
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Karen J. Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W.,
Ph.D., Washington University.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University
Glenda Dewbeny Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
James M. Russell (2003). Instructor, part-time, Political Science. B.A., M.A., Drake
University.
Barry D. Rutman (2000). Instructor, part-time, Business Administration. M.A., Montclair
State University.
s
Cynthia D. Sautter (2002). Instructor, part-time, Religion. B.A., Gustavus Adolphus
College; M.Div., United Theological Seminary; Ph.D., The Graduate Theological
Union.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University
of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part-time, Theatre Arts.
B.A., M.A., M I A , University of Minnesota.
31 2 Augsburg College Faculty
David G . Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Came B. Senske (2000). Instructor, part-time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part-time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Visiting Professor, part-time, Political Science. B.A., University of
Texas; M.A., Ph.D., University of Wisconsin.
Trygve R. Skaar (2000). Studio Artist/, part-time, Music.
Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Saint Mary's College.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Alyssa E. Snyder (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Lisa K. Sperling (2003). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; M.S., Mankato State University
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Augsburg College Faculty 313
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Theresa A. Stoller (2003). Instructor, part-time, Business Administration. B.A., Augsburg
College.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part-time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-Lacrosse.
Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State
University; MS., North Carolina State University; Ph.D., Cornell University.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees; Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
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Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; PA. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Michael D. Thompson (2002). Instructor, part-time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Andrew P. Tix (2001). Assistant Professor of Psychology. B.S., University of Wisconsin,
Madison; Ph.D., University of Minnesota.
Robert K. Tom (2002). Assistant Professor, part-time, Art. B.EA., University of Hawaii;
M.EA., Temple University.
Beth M. Torstenson (2003). Instructor, part-time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Diane Townsend-Anderson (2003). Instructor, part-time, Business Administration. B.A.,
University of Minnesota; J.D., Hamline University.
Phala Tracy (2003). Studio ArtistIHarp, part-time, Music. B.M., Oberlin Conservatory of
Music; MIA., California Institute of the Arts.
Daniel 0.Trainer, IV (1999). Instructor, part-time, Modem Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Sean D. Truman (2002). Assistant Professor of Psychology. B.A., Reed College; M.A.,
Ph.D., University of Connecticut.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
314 Augsburg College Faculty
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Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part-time, Modem Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
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Andrew Ward (2001). Instructor, part-time, Business Administration/Philosophy B.A.,
Luther College; M.A., Ph.D., University of Kansas.
Martha A. (Cary) Waterrnan (1991). Instructor, part-time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Luann Watson (2003). Instructor, part-time, Nursing. A.A., Normandale Community
College; B.S., M.A.L., Augsburg College.
David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary;
M.A., University of Notre Dame.
Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska;
M.P.H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; MS., Syracuse University. .
Thomas R. Westbrook (2002). Instructor, part-time, Art. B.A., M.Arch., University of
Minnesota.
Dale A. Weston (2001). Instructor, part-time, Sociology, American Indian Studies. B.A.,
Hamline University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Susan L. Williams (2002). Instructor, part-time, English. B.A., M.A., A.B.D., University of
Minnesota.
J. Ambrose Wolf (1999). Associate Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Timothy D. Wrenn (2002). Instructor, part-time, Computer Science. B.S., South Dakota
State University; M.S., Mankato State University.
-
Faculty Emeriti 315
Angela J. Wyatt (1981). Studio ArtistlSaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin
~ o l i e ~M.B.A.,
e;
Western ~ i c h i ~ University.
an
X-Y-z
John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin;
M.S.W., Loyola University.
Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer
College; M.S., University of Utah.
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
316 Faculty Emeriti
Beverly C . Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
J e n y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.EA.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlen. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CalifomiaBerkeley.
Marie 0.McNeff. Professor Emerita of EducationDean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C . Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C . Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C . Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
-
Faculty Emeriti 31 7
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. BB.A.,Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
PbD., Cornell University
Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of
Pennsylvania.
21sl Ave S
20th Ave. S.
Iu,
I
4 MINNEAPOLIS
-
,
ST. PAUL )
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 22nd Avenue South.
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
i s a bona tide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodationsto
its employees and its students.
A
About Augsburg 10, 18
Academic and Achievement Scholarships 32
Academic Advising 56
Academic Calendar 4-7, 54
Academic Divisions 5 6
Academic Excellence Scholarships 32
Academic Information 53
Academic Internships 67
Academic Policies and Procedures 70
Academic Progress, Probation and
Dismissal 87
Academic Skills Center 44
Academic and Student Affairs 44
Access Center 45
Accessibility 18
Accounting 1 14-1 16
Accreditation and Memberships 11, 17, 18
Activities 43
Admissions 14, 20-24
Administrative Officers of the College 296
Advanced Placement Program Test (AP) 85
Advanced Transfer Students 82
African American Student Services (see
Pan-Afrikan Student Services) 48
Alumni Center 15
American Indian Studies 94-96
American Indian Student Services 47
American Sign Language 208
Anderson Hall 14, 50
Application Procedures 20, 31
Applied Economics 145
Architecture Minor 98
Art 97-101
Art History 97, 100-101
Asian American Student Services (see Pan
Asian Student Services) 47
Asian Studies (see East Asian Studies) 142-143
Assessment of Previous Learning (APL)
Program 85-86
Associated Colleges of the Twin Cities
(ACTC) 60, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletics 43
Audit Fee 26
Auditing Courses 84
Augsburg Core Curriculum 76
Augsburg Echo 43
Augsburg Experience 77
Augsburg Seminar 76, 102
Augsburg Signature Curriculum 76
Augsburgian, The 43
B
Bachelor of Science (Liberal Arts
requirement options) 77-78, 79
Beta Beta Beta 105
Biology 102-107
Board of Regents 294-295
Business (Master of Business
Administration) 69
Business Administration 110-1 13
Business Administration and
Economics Major 110, 145
Business Management Certificate 108
c
Calendar 4-7, 54
Campus Location 14, 18, 31 8-31 9
Campus Map 318-31 9
Campus Ministry 42
Campus Tours 20
Canadian Program 70
Career Services 68
Carlson (Jeroy C. Carlson) Alumni Center 15
Center for Global Education 15, 64-65,
186-195
Center for Global Education Courses 64-65,
186-1 95
Center for Learning and Adaptive Student
Services (CLASS) 44-45
Center for Service, Work, and Learning
66-68
Change of Program 72
Chemistry 123-128
Chinese 208
Chapel 15, 42
Choir 43, 226
Christensen Center 14
Class Schedule 92
Classification (Class Year) 84, 87
Clinical Lab Science 129-1 30
Coaching Endorsement 170
College Costs 2004-06 26-27
College Level Examination Program
(CLEP) 85
College of the Third Age 16, 70
Commencement 88
Commons 51
Communication Studies 131-1 37
Communication ArtsILiterature Teacher
Licensure 134, 162
Community Service-Learning 67
Community Studies Concentration
(Sociology) 274
Computational Economics 138-139
Computational Philosophy 139, 237
Computer Science 1 37-141
-
Index 323
Concert Band 43, 226
Continuing Education Program 70
Cooperative Education 68
Costs 26-27
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 92-291
Course Numbers 92
Credits 92
Crime and Deviance Concentration
(Sociology) 274
Crossover Registration 72
Cultural Anthropology Concentration
(Sociology) 275
Enrollment 18
Enrollment Center 8, 72
Enrollment Degree Verification 88
Enrollment Deposit 27
Ensembles 226
Entry-level Skills 78-79
Ethnic Student Services 47-48
Evaluation and Grading 80-81, 84
Evangelical Lutheran Church in America
(ELCA) 18, 295
Experiential Education Programs 66-68
Explanation of Grades 80-81, 84
Exploring Our Gifts 42
D
Facilities and Housing 14-16, 50-51
Facts and Figures 18
Faculty 18, 55, 298-317
Faculty Emeriti 315-31 7
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 51-52, 89-90
Federal Work Study Program 35
Fees 26-27
Film 132-133
Finance 116-117
Finance Certificate 108
Financial Aid 18, 30-40
Financial Policies 28-30
Fine Arts 43
Fitness Center 49
Food Service 51
Foreign Languages (See Modern Languages)
Forensics 132
Former Students 23, 74
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 80
Four-Year Assurance Program 89
French 207-209
Freshmen 20, 21
F
Dance and Theatre Teacher Licensure Major
282
Dean's List 87
Degrees Offered 18, 54
Departmental Comprehensive Exams 85
Departments and Programs 92-291
Deposits 27
Development 8
Directed Study 94
Directory 8
Directory Information 90
Dismissal 87
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14, 50-51
Dual Degree Programs 59, 68, 144-145
E
Early Admission of Freshmen 21
East Asian Studies 142-143
East European Studies 266-267
East Hall 14
Echo 43
Economics 144-148
Economics/Business Admin. Major 110, 145
Economics/Political Science Teaching Major
248
Edor Nelson Field 14
Education 149-159
Education for Service 11
Education (Master of Arts) 68
Elementary Education 150-152, 153-154
Emotional/Behavioral Disabilities 157-158
Employment 35
Engaging Minneapolis 77
Engineering 159-160
English 161-167
English as a Second Language (ESL)
Program 86
English Placement Test 163
C
General Studies 168
German 207, 210-211
Gift Assistance 33
Global Education Center 15, 64-65,
186-195
Global Education Program
Courses 64-65, 186-195
Grade Point Average 75, 84
Grading 80-81, 84
Graduate Programs 68-69
Graduation (Applying for) 72
Graduation Level Skills 75-76
324 Index
Graduation Requirements 75-80, 82-83
Grants 33
Graphic Design Certificate 98
Gymnasium (Melby Hall) 15
H
Health and Physical Education 169-173
Health Clinic Services 49
Health Education 169-171
Health Insurance 48
Health Promotion 48-49
HECUA Courses 65-66, 187, 195-197
Higher Education Consortium for Urban
Affairs (HECUA) 65-66, 187, 195-197
HispanicILatino Student Services Program
47
History 174-180
History of Augsburg College 10-12
Honors Program 61-62, 180-181
Housing 14-16, 26, 50-51
Hoyt Messerer Fitness Center 49
Human Relations (Communication Studies)
132
I
Ice Arena 15
Incomplete Grade 81, 84
Independent Studies 93, 94
lnformation Technology Certificate 108
lnformation Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 181-183
lnternational Baccalaureate Program (IB) 85
lnternational Business Minor 111
lnternational Business Specialization
(Business Administration) 110
lnternational Partners 65, 186-187
lnternational Relations 184-185
lnternational Relations (International
Business) 185
lnternational Student Advising 49
lnternational Students 24, 49
lnternational Studies 186-197
Internships 66-67, 93-94
Intramural Athletics 43
J
Japanese 211
JeroyC. Carlson Alumni Center 15
John Evans Learning Laboratory 44
K
Karen M. Housh Tutor Center 44
Keystone (Senior Keystone) 77
L
Language Courses 207-214
Latin Honors 88
Leadership (Master of Arts) 68
Leadership Studies Minor 182
Leadership, Service, and Performance
Scholarships 32-33
Learning Disabilities Program 44-45
Liberal Arts (Bachelor of Science Options)
77-78, 79
Liberal Arts Foundation 77-78, 82-83
Library and lnformation Technology
Center 15, 18, 55-56
Licensure (Teaching) 60, 149-153, 157
Life Sciences 104
Lifetime Activities 80, 172
Lindell Library 15, 18, 55-56
Loan Assistance 34
Location 14, 18, 318, 319
Lutheran Congregational Scholarships 33
M
Majors and Minors 56-60, 91-291
Management lnformation Systems 118-120
Management Specialization (Business
Administration) 110
Managerial Accounting 114
Maps 318, 319
Marketing 121-122
Marketing Communication (Communication
Studies) 132
Mass Communication and Journalism
(Communication Studies) 132
Mastefs Degrees 54, 68-69
Math Placement Group (MPG) 78-79, 200
Mathematics 198-203
Medical Refund 30
Medical Technology 129
Melby Hall 15
Memberships 17, 18
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 16
Metro-Urban Studies 204-206
Middle East Studies Minor 182
Military Called to Active Duty 73
Minnesota Indian Teacher Training
Partnership (MNITTP) 47
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 59, 91-291
MIS Courses 118-120
Mission Statement 10
Modern Language Skill 79-80
Modern Languages 207-214
Index 325
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy's 51
Music 215-229
Music Business 219-220
Music Education Major 216-217
Music Ensembles 226
Music Hall 15
Music Performance Major 21 7-218
Music Repertoire Tests 222
Music Therapy Equivalency/Certification
220-221
Music Therapy Major 21 8
N
National Student Clearinghouse 88
Natural Science Teaching Licensures
230-231
New Hall 15, 50
No-Credit Grades 81
Nordic Area Studies 232-233
Norwegian 207, 21 1-212
Notification of Admissions Decision 21, 22
Numeric Grades 81, 84
Numbering of Courses 92
Nursing 234-236
Nursing (Master of Arts) 69
0
Off-Campus Programs 18
Officers of the College 296
Official Notices 51
Ojibwe 213
Old Main 15
Orchestra 43, 226
Organizational Analysis and Development
Concentration (Sociology) 275
Organizational Communication
(Communication Studies) 131
Orientation (AUG) 77, 102
p,
Q
Pan-Afrikan Student Services 48
Pan-Asian Student Services 47
Part-Time Students 26-27
Pass/No Credit 75, 81, 88
Pastor 42
Payments 28
Peace and Global Studies Minor 185
Performance Studies 227-228
Philosophy 237-240
Physical Disabilities Program (Access Center)
45
Physical Education 170, 172-173
Physical Science Teaching Licensure 124,
231, 243
Physician Assistant Studies (Master of
Science) 69
Physics 241-246
Piano Proficiency Test 222
Policies 17, 18, 51-52, 70-74, 80-81, 84-90
Political Science 247-252
Political Science/Economiu teaching major
248
Portfolio Assessment Program 85-86
Pre-Professional Programs 60-61
Prerequisites 93
President's Greeting 2
Probation 87
Psychology 253-257
Public Accounting 114
Public Relations and Advertising
(Communication Studies) 132
Public Relations and Communication 14
R
Re-Admitted Students 23, 74
Recitals 221
Refunds 28-30
Regents 294-295
Registration 70-73
Religion 258-263
Religious Affiliation 18
Residence Life Program (see also
Housing) 50-51
Residence Requirements 76
Retaking courses 84
Rochester Program 13-14, 71
Room and Board 26
ROTC 62-63
Russian, Central, and East European Studies
266-267
5
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies 65, 181
Scholarships 31-33, 35-40
School Year 4-7, 18
Science Hall 15
Secondary Education 152-153, 155-156
Senior Keystone 77
Service-Learning 67
Sigma Pi Sigma 243
Skills Requirements 78-80
Smiley's Point 16
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 254, 275
Social Studies 268
326 Index
Social Welfare Minor 270
Social Work 269-273
Social Work (Master of Social Work) 69
Society of Physics Students 243
Sociology 274-279
Solid State Physics 242
Space Physics 242
Spanish 207, 21 3-214
Special Education 157-159
Special Interest Housing 51
Special Students (Non-Degree or Second
Degree) 23
Sponsored Scholarships 35-40
Sports 43-44
StepUP Program 46
Student Activities 43
Student Affairs (see Academic
and Student Affairs) 44
Student-Designed Major 57-58
Student Employment 35
Student/Faculty Ratio 18
Student Government 42-43
Student Life 41 -52
Student Newspaper 43
Student Publications 43
Student Rights 51-52, 89-90
Student Standards of Behavior, Complaints,
Records 50
Student Standing Committee 74
Student Support Services (TRIO) 4 5 4 6
Student Teaching Abroad 66, 149
Studio Art 97-100
Study Abroad 63-66, 186-197
Summer Session 8
Supervisory Management (Communication
Studies) 131
Support Programs 44-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
T
Teaching Licensure (see also individual
majors) 60, 149-153, 157
Test Scores 20
Theatre Arts 280-287
Theatre Practicums 286-287
Transcripts 20, 21, 27, 28
Transfer Students 22-23, 82-83
TRIO Program 45-46
Tuition, Fees, Room and Board 26-27
Tutor Center 44
U
Unofficial Withdrawal 30
Urban Studies 204-206
Urness Hall 16, 50
v
Veterans 89
Vocation 42
W
Weekend College 12-13, 21, 27-28, 71-72
Withdrawal From College 30, 73
Women's Studies 288-291
Work Study Program 35
Writing Concentration 163
x, y, z
Yearbook 43
Youth and Family Ministry Major 264-265
Show less
A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6
TO
2008
www.augsburg.edu
2211 Riverside Avenue
Minneapolis, MN 55454
2006 to 2008 Catalog
AUGSBURG COLLEGE
Augsburg College Catalog
2006-2008
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330... Show more
A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6
TO
2008
www.augsburg.edu
2211 Riverside Avenue
Minneapolis, MN 55454
2006 to 2008 Catalog
AUGSBURG COLLEGE
Augsburg College Catalog
2006-2008
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 and
its curriculum. Although
information was current at
the time of publication, it is
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
College, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2006
www.augsburg.edu
Photos by Stephen Geffre
A Greeting
from the President
Stephen Geffre
A college catalog is a wonderful text,
full of detail and data that offer all of us a
map to our lives together as a college
community.
What has prompted you to study this
map of Augsburg College? If you’re already
enrolled at Augsburg, I trust that you will
continue to find here the awe and wonder
of an educational experience that is meaningful and challenging. I hope that you will
be reminded of the relationships and commitments you have formed at Augsburg —
they will last a lifetime. I also hope that you
find in this map signposts of the progress
you have made in your vocational journey and that you will continue to believe that
you have rightly chosen Augsburg as the community in which you will spend time for
the next several years.
If you are studying this map to find out more about Augsburg College and an
Augsburg education, welcome. I believe you will find that they not only tell you about
the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in
the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our
College both serves and thrives. As you study here, you will find a setting that not
only provides remarkable learning opportunities, but one in which you will be able to
share you own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action
and unite the liberal arts with the practical in preparing students as faithful citizens in
a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking —
will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us
who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can
find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
Table of Contents
Academic Calendar – 4-7
Directory – 8
Introducing Augsburg – 9
Facts and Figures – 18
Undergraduate Admissions – 19
Day Program – 20
Weekend College – 21
Financing Your Education – 23
Student Life – 39
Academic Information – 53
Departments and Programs – 93
Includes majors, minors,
and course descriptions
College Information – 317
Board of Regents – 318
ELCA Program Unit for
Vocation and Education – 319
Faculty and Administration – 320
Faculty Emeriti – 339
Maps – 342, 343
Index – 345
4
2006-2007 ACADEMIC CALENDAR,
DAY PROGRAM (AND MPAS PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2006
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. ....................New student orientation
Sept. 6/Wed. ................................Classes begin
Oct. 27/Fri. ..................................Mid-term break (one day only)
Nov. 13-Dec. 1/Mon.-Fri. ............Registration for spring
Nov. 23/Thurs. ............................Thanksgiving recess begins
Nov. 27/Mon. ..............................Classes resume
Dec. 15/Fri. ..................................Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Spring Term 2007
Jan. 16/Tues..................................Classes begin
Mar. 19/Mon. ...............................Mid-term break begins
Mar. 26/Mon. ...............................Classes resume
Apr. 2-13/Mon.-Fri. .....................Registration for fall
Apr. 6/Fri. ....................................Easter break begins
Apr. 27/Fri. ..................................Classes end
Apr. 30-May 3/Mon.-Thurs. .......Final exams
May 5/Sat. ....................................Baccalaureate/Commencement
2007-2008 ACADEMIC CALENDAR,
DAY PROGRAM (AND MPAS PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2007
Sept. 5/Wed. .................................Classes begin
Oct. 26/Fri. .................................Mid-term break (one day only)
Nov. 22/Thurs. .............................Thanksgiving recess begins
Nov. 26/Mon. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-20/Mon.-Thurs. ..............Final exams
Spring Term 2008
Jan. 14/Tues..................................Classes begin
Mar. 17/Mon. ...............................Mid-term/Easter break begins
Mar. 25/Tue. .................................Classes resume
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1/Mon.-Thurs. .......Final exams
May 3/Sat. ....................................Baccalaureate/Commencement
5
6
2006-2007 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (EXCEPT MPAS AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2006
Class Weekends: Sept. 8-10, Sept. 22-24, Oct. 6-8, Oct. 20-22, Nov. 3-5, Nov. 17-19,
Dec. 1-3, Dec. 8-10 (WEC only)
Winter Term 2007
Class Weekends: Jan. 5-7 (MA Nursing and MSW only), Jan. 12-14, Jan. 26-28, Feb. 2-4,
Feb. 16-18, Feb. 23-25, Mar. 9-11, Mar. 23-25
Spring Term 2007
Class Weekends: Mar. 30-Apr. 1, Apr. 13-15, Apr. 27-29, May 11-13, May 18-20, Jun. 1-3,
Jun. 15-17, Jun. 22-23 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
2007-2008 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (EXCEPT MPAS AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2007
Class Weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 7-9 (WEC only)
Winter Term 2008
Class Weekends: Jan. 4-5 (MA Nursing and MSW only), Jan. 11-13, Jan. 25-27, Feb. 1-3,
Feb. 15-17, Feb. 29-Mar. 2, Mar. 14-16, Mar. 28-30
Spring Term 2008
Class Weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-Jun. 1, Jun. 6-8,
Jun. 20-22, Jun. 27-28 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
7
8
DIRECTORY
Area Code
612
Access Center ..............................................................................................................330-1749
Academic Advising......................................................................................................330-1025
Academic Enrichment.................................................................................................330-1165
Academic Affairs .........................................................................................................330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number .......................................................................................1-800-788-5678
Alumni Relations.........................................................................................................330-1178
Toll-free number .......................................................................................1-800-260-6590
Athletics ......................................................................................................................330-1249
Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053
Center for Service, Work, and Learning.....................................................................330-1148
College Pastor/Campus Ministry ................................................................................330-1732
Counseling and Health Promotion .............................................................................330-1707
Event and Classroom Services ....................................................................................330-1107
Development (financial gifts to the College) .............................................................338-0002
Toll-free number .......................................................................................1-800-273-0617
Enrollment Center ......................................................................................................330-1046
Toll-free number .......................................................................................1-800-458-1721
Facilities Management ................................................................................................330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Fax ..................................................................................................................330-1649
Graduate Programs .....................................................................................................330-1150
Human Resources .......................................................................................................330-1058
Lost and Found ...........................................................................................................330-1000
Marketing and Communications ................................................................................330-1180
Parent and Family Relations .......................................................................................330-1525
President’s Office .........................................................................................................330-1212
Registrar ......................................................................................................................330-1036
Residence Life (Housing)............................................................................................330-1488
Rochester Program...............................................................................................507-288-2886
Student Activities and Orientation .............................................................................330-1111
Student Affairs.............................................................................................................330-1160
Student Government...................................................................................................330-1110
Summer Session ..........................................................................................................330-1046
TRIO/Student Support Services ..................................................................................330-1311
Weekend College ........................................................................................................330-1101
Mailing address:
2211 Riverside Avenue
Minneapolis, MN 55454
Website:
www.augsburg.edu
Introducing
Augsburg College
About Augsburg – 10
Weekend College – 12
Rochester Program – 13
Campus Location – 14
Facilities and Housing – 14
Associated Support
Organizations – 16
Policies – 17
Accreditation and
Memberships – 17
Facts and Figures – 18
10
ABOUT AUGSBURG
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is the
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Augsburg graduates
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering your Gifts and Talents
The heart of an Augsburg education is
the Augsburg Core Curriculum — designed
to prepare students to become effective,
informed, and ethical citizens. Through
“Search for Meaning” courses, students
explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a
lifetime—writing, speaking, critical thinking, and quantitative reasoning, to name a
few.
Thanks to Augsburg’s prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—
or you can create your own major, either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, the College of
St. Catherine, Hamline University,
Macalester College, and the University of
St. Thomas.
The Weekend College Program offers
19 majors and five certificate programs.
MISSION STATEMENT .
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, “Education for Service,”
and to the mission of the College:
“To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community.”
HISTORY .
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg’s first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg’s next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg’s theme
for over 130 years.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg’s second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College’s mission assumed a double character—ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War II, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern
college program based on general education requirements and elective majors.
With curriculum change came a concerted
effort to become accredited. Full accreditation was achieved in 1954.
A study in 1962 defined the College’s
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church. Subsequently,
the American Lutheran Church merged
with two other Lutheran bodies in 1988 to
form the Evangelical Lutheran Church in
America.
12 About Augsburg
A College in the City
AUGSBURG TODAY .
President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, Christensen Center, Ice Arena,
and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
• The city—with all its excitement,
challenges, and diversity—is an unequaled
learning laboratory for Augsburg students.
Dr. William V. Frame became president
in August 1997 and retired in 2006. Under
his leadership, the College sharpened its
identity as a college of the city, providing
an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
Dr. Paul C. Pribbenow became the 11th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages — in
the midst of a great city — to be faithful citizens of the world.
• An Augsburg education should be
preparation for service in community and
church;
• Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now over 18,000 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 business, education,
leadership, nursing, physician assistant
studies, and social work.
■ WEEKEND COLLEGE
Augsburg’s Weekend College program
provides an educational alternative to
adults who want to complete a baccalaureate degree but who work or have other
commitments during the week. It is a
means by which men and women can gain
skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the
liberal arts.
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with approximately 1,000 students
enrolled each term and 19 majors,
Augsburg’s Weekend College is one of the
largest programs of its type among
Minnesota private colleges. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct faculty who
bring professional experience to their
teaching. The Weekend College student
body is involved in student government,
and students participate in academic and
extracurricular activities such as the student newspaper, travel seminars, and student organizations.
Augsburg Weekend College continues
its tradition of innovation to meet the
needs of the adult and nontraditional student.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that working adult students are mature, self-disciplined, and
motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of
concentrated, on-campus study as well as
time for independent study and class
preparation. Most courses include a Webbased course management site.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and a half to four hours on
either Friday evening, Saturday morning,
Saturday afternoon, or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
A Community of Learners
Essential to the goals of Augsburg’s
Weekend College is participation in a community of adult learners. This community
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
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College 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 to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support
and are secondary to their teaching.
Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching
and learning techniques and theories.
Augsburg’s small classes encourage its
tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in
campus activities.
■ ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening schedule,
making them accessible to working adults.
14 About Augsburg
There are three trimesters in each academic
year. 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 from the
Rochester program website at
www.augsbur g.edu/rochester> or by call<w
ing the Weekend College Admissions
Office at 612-330-1101.
■ CAMPUS LOCATION
Augsburg’s campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the “City of Lakes.” The
University of Minnesota West Bank campus and one of the city’s largest medical
complexes—Fairview-University Medical
Center—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. (See map on page 343.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Augsburg is located just blocks away from
two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
■ FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library, and the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Admissions Offices — The Office of
Undergraduate Admissions for the day program is located on the first floor of
Christensen Center. The Weekend College
Admissions Office, Rochester admissions,
and the Graduate Studies Admissions
Office are located at 624 21st Avenue
South.
Anderson Hall (1993) — Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Marketing and Communications.
Campus Auxiliary Building —
Located on the corner of 25th and
Riverside Avenues, this building provides
guest housing for visiting faculty, as well as
retail space and additional campus office
space.
Counseling and Health Promotion
— The Center for Counseling and Health
Promotion (CCHP) offers programs and
services that enhance student learning by
promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue South.
Christensen Center (1967) — The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
art gallery, and offices for student govern-
About Augsburg 15
ment and student publications. The Office
of Undergraduate Admissions is located on
the first floor.
Edor Nelson Field — The athletic
field, located at 725 23rd Avenue South, is
the playing and practice field of many of
the Augsburg teams. An air-supported
dome covers the field during the winter
months, allowing year-round use.
Faculty Office House — This house,
located at 620 21st Avenue South, provides
additional office space for faculty.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
(1988) — The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
StepUP program. The Foss Center’s lower
level is home to the Center for Learning
and Adaptive Student Services (CLASS)
program.
Ice Arena (1974) — Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The James G. Lindell Family Library
(1997) — This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. The
Gage Family Art Gallery is located on the
second floor. The library is located on the
block of campus bordered by 22nd and
21st Avenues, and by Riverside Avenue and
Seventh Street.
The Jeroy C. Carlson Alumni Center
— Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with the Office of Alumni
Relations, is located on the main floor of
Science Hall.
Melby Hall (1961) — Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness Center,
and general auditorium purposes. The
Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973) — Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964) —
Murphy Place is home to the three of the
four components of the Office of
International Programs — Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color — American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
Hispanic/Latino Student Services.
Music Hall (1978) — Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1999) — A three-story
apartment complex along 20th Avenue,
between 7th and 8th Streets housing
juniors and seniors in units from efficiencies to two-bedroom suites.
16 About Augsburg
Old Main (1900) — Home for the
modern languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Science Hall (1949) — Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, Alumni
Relations, Parent and Family Relations,
Institutional Advancement, and various
other program offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955) — Named in
honor of Augsburg’s fourth president, it
contains the Enrollment Center and
Academic Advising, as well as classrooms
and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1938) — Built as a dormitory and named
in honor of Augsburg’s second and third
presidents, it contains the President’s
Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967) — Named in
honor of Mr. and Mrs. Andrew Urness, this
tower provides living quarters for 324 students. Each floor is a “floor unit,” providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
■ ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of the Third Age — In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial Interaction —
Inter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
21st Avenue South.
About Augsburg 17
■ POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg’s
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
612-330-1058.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
■ ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• Commission on Collegiate Nursing
Education
• Council on Social Work Education
(B.S. and M.S.W.)
• National Accrediting Agency for
Clinical Laboratory Sciences
(NAACLS)
• National Association for Music
Therapy, Inc.
• National Council for Accreditation of
Teacher Education
• Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Augsburg College is an institutional
member of the:
• American Association of Colleges and
Universities (AACU)
• Association of Physician Assistant
Programs
• Council of Independent Colleges
(CIC)
• National Association of Schools of
Music (NASM)
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, Minnesota Private College
Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered with the
Minnesota Office of Higher Education.
Registration is not an endorsement of the
institution. Registration does not mean
that credits earned at the institution can be
transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.org>
18
AUGSBURG COLLEGE FACTS AND FIGURES
■
Location—Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
■
Religious Affiliation—The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 16 percent represent the
Roman Catholic Church, and 17 percent
represent other denominations and religions.
■
■
Accreditation—The Higher Learning
Commission of the North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Accreditation Review
Commission on Education for the
Physician Assistant (ARC-PA). Approved
by the American Chemical Society,
Council on Social Work Education,
National Association for Music Therapy,
Inc., National Association of Schools of
Music, and the Commission on
Collegiate Nursing Education.
Member—Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Office of
Higher Education, as described on page
17.
■
Enrollment (Fall 2005)—3,564 students from 31 countries.
■
Graduates—18,112 graduates from
1870 through August 2005.
■
Student/Faculty Ratio—15 to 1.
Undergraduate class size averages 13
(WEC)-17 (Day).
■
Campus—17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
■
Accessibility—Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 10 major buildings
without going outside.
■
Degrees Granted—B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
■
Financial Aid—Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
■
Library—Over 180,000 items, direct
access to over 2,500,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
■
School Year—Two semesters from
September to May, and three summer
school sessions. Augsburg Weekend
College—trimesters, September to June.
Augsburg Graduate Program—
trimesters, September to June.
■
Majors—More than 50 majors in 35
departments and programs.
■
Off-Campus Programs—The Office
of International Programs offers study
abroad programs throughout the
world, including Augsburg’s own
Center for Global Education and
International Partners programs.
Augsburg is also a member of the
Higher Education Consortium for
Urban Affairs (HECUA).
■
Athletic Affiliation—Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division III.
■
Policy—Augsburg College, as affirmed
in its mission, does not discriminate on
the basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
Undergraduate
Admissions
For Day Program Freshmen – 20
Early Admission
of Freshmen – 21
For Weekend College – 21
For Transfer Students – 21
For Former Students – 22
For Special Students – 22
(Non-Degree)
For International Students – 22
20
UNDERGRADUATE ADMISSIONS
A
ugsburg College strives to create a
strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg
College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg’s admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.—612-330-1001
or toll-free 1-800-788-5678. We’ll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the first floor of the Christensen Center.
For Weekend College admission information, call 612-330-1101.
APPLICATION PROCEDURES.
■ DAY PROGRAM FRESHMEN
—
Application for Admission—
Applicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
—An official transcript
Transcripts—
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institutions should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
—Freshman applicants are
Test Scores—
required to submit results from a college
entrance examination. The American
College Test (ACT) is preferred; results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations — Two letters of
academic recommendation are required. If
the applicant has been out of school for
several years, a letter may be submitted by
a supervisor, employer, or other person for
whom the applicant works.
—If there
Additional Information—
is personal information that may have
affected the applicant’s previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
On occasion, the Admissions Committee
may defer a decision on a candidate’s admission until other information has been
received. For example, more recent test
scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Undergraduate Admissions 21
—
Notification of Admissions Decision—
Augsburg College uses a “rolling” admissions plan. The first offers of admission
are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
—
Confirmation of Admission—
Accepted students are asked to make a
$150* enrollment deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit along
with the housing contract to the Residence
Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
■ WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekend>.
Transcripts — Official transcripts from
all previous postsecondary institutions
should be sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information — If there is
personal information that may have affected the applicant’s previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
— Augsburg College uses a “rolling”
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
■ TRANSFER STUDENTS
A cumulative grade point average
(GPA) of at least 2.50 (on a 4.0 scale) in
previous College work is recommended for
admission to the College. No student who
falls below the standards for automatic
admission to the College will be considered for admission by the Admissions
Committee after August 15 for entry in fall
semester or December 15 for entry in
spring semester. Information regarding
transfer credit policies is found in the
22 Undergraduate Admissions
Academic Information section of the catalog, beginning on page 53.
■ SPECIAL STUDENTS
(SECOND DEGREE)
■ FORMER STUDENTS
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar’s office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
■ SPECIAL STUDENTS
(NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar’s office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
Students who have graduated from
Augsburg who are returning to complete a
second major will not be awarded a second
degree unless it is a different degree from
the first awarded. Minors are not noted on
the transcript if they are completed after a
baccalaureate degree has been awarded.
Depending on the student’s previous
degree, completion of a second major
(non-degree) may also be an option.
■ INTERNATIONAL STUDENTS
International students are a vital part of
the Augsburg community. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and financial requirements. All applicants
must provide proof of financial solvency.
Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1 for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free); e-mail
<admissions@augsburg.edu>; or write to:
International Student Admissions
CB143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Financing Your
Education
Day Program Costs
Tuition and Fees – 24
Room and Board – 24
Other Special Fees – 24
Deposits – 25
Weekend College Costs – 25
Payments – 26
Financial Policies
Refunds – 26
Financial Aid
How and When to Apply – 29
Kinds of Aid
Academic Excellence
Scholarships – 29
Achievement Scholarships – 30
Leadership, Service,
and Performance
Scholarships – 30
Lutheran Congregational
Scholarship Program – 31
Gift Assistance – 31
Loan Assistance – 32
Student Employment – 33
Sponsored Scholarships – 33
24
FINANCING YOUR EDUCATION
A
ll students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in gifts—
from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
COLLEGE COSTS 2006-2007.
DAY PROGRAM.
The Board of Regents has approved the
costs listed below for the 2006-07 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
■ DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment) ............$22,900
This rate applies to all full-time students
attending in September 2006. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,860
This rate applies to students taking fewer
than three courses in a semester. Part-time
students taking lifetime sports are charged
the audit rate for that course.
Audit Fee
(for part-time students)
per course................................$
770
Full-time students—see audit policy on
page 86.
Room Rent
(on average, includes basic
services) ..................................$ 3,396
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week) ..................$ 3,208
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week) ..................$ 3,126
Flex 5 point plan ....................$ 2,856
Student Activity Fee................$
180
ACTC Bus (full-time
students only) ..................$
13
Information Technology Fee ..$
300
■ OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 90
Late Registration ..............................$ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Extended Payment Plan Fee ............$ 50
Financial Information 25
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$2,860
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) ......$390
(14 lessons—.5 cr.) ......................$780
Student Teaching (per course
for full-time students) ..................$125
Student Teaching (per course
for part-time students) .................$185
Study Abroad (in approved
non-Augsburg programs) .............$425
Zero-credit seminar (part-time
students) .......................................$770
Fees Payable by Check/Cash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 40
Student Parking Lot Permit
—car ...........................................$ 220
—motorcycle ..............................$ 110
Transcript Fee
Regular service............................$
5
Next day......................................$
8
On demand .................................$ 15
Special Examinations,
Cap & Gown Costs
(Schedule on file in registrar’s office)
■ BOOKS AND SUPPLIES
These costs are estimated to average
$125 per course.
■ DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
150
Required of all new students after
acceptance. The enrollment deposit is credited to the students’ account only upon
graduation or withdrawal. Any net credit
balance (after all charges and/or fines) will
be refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
COLLEGE COSTS 2006-2007 .
WEEKEND COLLEGE .
Application Fee (payable once,
non-refundable) .........................$ 35
Tuition (per course) .........................$1,540
Tuition (per summer course 2004) ..$1,544
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 770
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 150
Nursing Clinical Fee ........................$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service............................$
5
Next day......................................$
8
On demand .................................$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar ...........................$ 770
Extended Payment Plan Fee .............$ 50
26 Financial Information
■ PAYMENTS—DAY PROGRAM
Semester Fees—Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options—Day Program—
(1) Semester payments, due August 14 and
January 5 as billed; (2) Extended Payment
Plan—an extended payment plan is available each semester. Details are included
with the bill for each term.
■ PAYMENTS—WEEKEND COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options—(1) Payment in
full at the start of each term. (2) Extended
Payment Plan—an extended payment plan
is available each semester. Details are
included with the bill for each term. (3)
Employer Reimbursement: students whose
employers reimburse them for all or part of
their tuition and fees must pay a $100
deposit per course credit at the start of the
term. The balance, which is subject to
finance charges until paid, is due 60 days
after the last day of the term. Students on
this plan must file an employer reimbursement application form each academic year,
prior to the start of the first class. The student is responsible for payment of the balance should the employer not reimburse
for any reason. If the employer offers partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
FINANCIAL POLICIES.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student’s account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
■ REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
Enrollment Center. It must be filled out
completely, signed and turned in to the
Enrollment Center. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition and/or room (except
for the minimum deduction of $100 to
cover administrative costs) in accordance
with the terms of their housing contract
Financial Information 27
and/or the appropriate tuition refund
schedule.
Students are responsible for canceling
courses through the Enrollment Center in
order to be eligible for any refund.
Students who unofficially withdraw (stop
attending) but do not complete the
drop/add form are responsible for all
charges. Financial aid may be adjusted
based on the student’s last recorded date of
attendance. Refund calculations are based
on the date that the drop/add form is
processed.
• The Augsburg College Refund Policy
for Day, Weekend, Rochester, United, and
Graduate Programs:
The refund schedule is based on the
percentage of class time remaining on the
date of the student’s official withdrawal
from class. This applies to all students who
drop one or more courses during each
term.
Percentage of class time remaining
after official drop or withdrawal:
Amount of refund:
100% to 90% remaining
Full refund
(minus $100
administrative
fee)
89% to 50% remaining
Refund equals
the percentage
of term
remaining
49% or less remaining
No refund
This refund schedule is effective
whether or not a student has attended
classes. Please allow two weeks for tuition
and possible financial aid adjustments to
be finalized. If a credit balance remains on
the student’s account, a credit refund check
will be issued at that time.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
■ MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal refund percentage (based on
the regular refund schedule), plus one-half
of the remaining tuition and fees. This
extra medical refund will be considered
upon submission of documentation from
the attending doctor, on letterhead, verifying the medical circumstances. Requests
for medical refunds should be made
through the Financial Petition Committee.
■ UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Enrollment
Center.
28 Financial Information
A student who registers, does not
attend any classes, and does not withdraw
may petition to withdraw retroactively. The
student must petition within six months of
the end of term and provide proof of nonattendance. Proof can include, but is not
limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at
another college or university. If approved,
grades of W will be recorded and charges
for the term dropped. The administrative
cancellation fee is $300.
FINANCIAL AID.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure “Academic Progress Standards for
Financial Aid.” This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2005-2006 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This
analysis takes into account such family
financial factors as current income, assets,
number of dependent family members,
other educational expenses, debts, retirement needs, and special considerations.
■ HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at <www.fafsa.ed.gov>. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at <www.fafsa.ed.gov>.
Be sure to include the Augsburg College
code, 002334, on your application. Submit
your application to the processing agency
after Jan. 1. Applications must be filed by
April 15 for priority consideration.
3. Complete the current year
Verification Worksheet, available at
<www.augsburg.edu/enroll>, and submit it
to the Enrollment Center.
Financial Information 29
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2005
to be considered for financial aid for 20062007). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately.
■ WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid award
letter will be sent to the student. This letter details the financial aid award and
includes:
• Information regarding institutional
financial aid programs and requirements for continued eligibility
• Information regarding federal and private loan programs (students must
complete a loan application to receive
loan funds)
• Information regarding payment
plans/options for the current school
year
■ KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans’ Children, and other sources.
Academic Excellence Scholarships
President’s Scholarship—President’s
Scholarships are awarded based upon competition. The applicant must have a 3.70 or
higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or
greater). Separate applications are required.
The application deadline is February 1.
Phi Theta Kappa Scholarship—
These scholarships are awarded to selected
transfer students with a 3.50 GPA. The
application deadline is March 1. Call
Undergraduate Admissions for information, 612-330-1001.
30 Financial Information
Achievement Scholarships
Regents’ Scholarship—The Regents’
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1 for fall or Dec. 1 for spring.
Selection is based on high school GPA and
national test scores.
Transfer Regents’ Scholarship—
Transfer Regents’ Scholarships are awarded
to all qualified transfer students with a
minimum 3.00 GPA who apply and are
accepted for admission by May 1 for fall or
Dec. 1 for spring.
Augsburg Legacy Award—These
scholarships provide tuition awards to fulltime day students working toward their
first bachelor’s degree who are children,
grandchildren, or spouses of Augsburg
graduates; siblings of current Augsburg
students; children or spouses of current
ELCA pastors. Deadline: May 1 for fall or
Dec. 1 for spring.
Science Scholarship—These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their
high school class or ACT/SAT test score,
majoring in chemistry or physics at
Augsburg. Deadline: Accepted for admission by May 1.
Augsburg AmeriCorps
Scholarship—These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Minority Encouragement Program
Scholarship — The Minority
Encouragement Program Scholarship recognizes freshmen who have graduated
from a St. Paul public high school in good
standing and who participated in their
school’s Minority Encouragement Program.
MEP students are assured of receiving a
minimum award of $5,000 per year upon
admission to Augsburg College.
Application deadline is May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership Scholarships —
Ethnic Leadership Scholarships recognize
incoming freshmen and transfer students
with demonstrated scholarship and a
record of, and/or potential for, leadership.
Eligible students must be full time in the
day program and have the recommendation of the appropriate Augsburg Ethnic
Student Services program director and
another individual knowledgeable about
the student’s extracurricular activities. The
application deadline is April 15. For more
information and an application, contact:
• American Indian Student Services,
612-330-1144
• Hispanic-Latino Student Services,
612-330-1309
• Pan-Afrikan Student Center, 612-3301022
• Pan-Asian Student Services, 612-3301530
Performing Arts Scholarship—
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 1 for fall or November 1 for
spring.
Financial Information 31
Lutheran Congregational
Scholarship Program
Augsburg Corporation Scholarship
— Recognizes students who are members
of an ELCA congregation within the
Minneapolis Area Synod, St. Paul Synod,
S. E. Metro Synod or N. E. Synod of
Wisconsin. These four synods constitute
the Augsburg Corporation. The scholarship
is awarded at point of admission for $1,000
per year.
CALL Scholarships (Congregations
and Augsburg support Lutheran
Leaders) — Augsburg College CALL
Scholarships recognize incoming students
of high academic achievement with a
demonstrated record of leadership within
their Lutheran congregations. Augsburg
will provide a double match of congregational grants or scholarships up to $1,000
($3,000 maximum combined award) for
students who meet the leadership criteria
as specified on the application. The awards
are renewable, depending on the class level
at entry point (i.e., a new entering junior
will have two years of eligibility). Final
selection of CALL Scholarship recipients is
made by the College. Deadline for application is March 1.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant—Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Federal Supplemental Educational
Opportunity Grant—Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines. Maximum grant
for 2006-07 is $4,050.
Bureau of Indian Affairs/Tribal and
State Indian Scholarship—Bureau of
Indian Affairs/Tribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairs/Tribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
32 Financial Information
Loan Assistance
Federal Perkins Student Loan—A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000.
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan will be transitioning to a
fixed rate of 6.8% in July 2006.
The following borrowing limits apply
to the Stafford Loan program after July 1,
2006:
• Freshmen: $7,500 annually (Combined
Subsidized and Unsubsidized Stafford)
• Sophomores: $8,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan—A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)—PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of final disbursement, the
interest rate is transitioning to a fixed rate
of 8.5% and a minimum payment of $50
per month. Further information is available at the Augsburg College Enrollment
Center website.
Financial Information 33
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program—Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
SPONSORED SCHOLARSHIPS .
Augsburg College, through generous
gifts from alumni, faculty, staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor.
Sponsored scholarships are considered part
of a student’s overall financial aid award. A
list of scholarships follows.
■ GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship
American Express Company
Henry and Leona Antholz Scholarship
Class of 1931 Scholarship
Alma Jensen Dickerson Memorial
Scholarship
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship
Elias B. Eliason, Sr. Memorial Scholarship
M. J. Estrem Scholarship
Reuben I. and Marion Hovland Scholarship
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship
Edwin C. Johnson Scholarship
Kopp Investment Advisors Presidential
Scholarship
Arne and Jean Markland Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship
Marvin T. Nystrom Scholarship
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O’Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund
Martin and Esther Quanbeck Scholarship
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship
Phillip and Helen Rouberg Scholarship
Senior Challenge Endowment Fund
Rosemary J. Shafer Scholarship
St. Luke’s Lutheran Church Centennial
Scholarship
Genevieve E. Stelberg Memorial
Scholarship
Thorpe Family Scholarship—Bethany
Lutheran Church
Ernest and Vivian Tinseth Scholarship
Robert W. Warzyniak Memorial
Scholarship
Lea A. and Elsie L. Wildung Endowment
Fund
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship
34 Financial Information
■ SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund
Mildred Ryan Cleveland Memorial
Scholarship
Dain Rauscher Scholarship
David J. Formo Memorial Scholarship
The Grace Scholarship
David Gronner Memorial Scholarship
Rev. John Hjelmeland Endowed
Scholarship Fund
Hoversten Peace Scholarship
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship
Mary E. Larsen International Studies
Scholarship
Floyd Lorenzen Memorial Scholarship
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship
Marilyn and John Paul Nilsen Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship
Ole K. and Evelyn L. Olson Scholarship
Timothy O. Olson Memorial Scholarship
Rev. John and Ingeborg Peterson Memorial
Scholarship
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship
Genevieve E. Stelberg Memorial Scholarship
Wells Fargo Scholarship
■ CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial Scholarship
C. A. L. and Esther J. E. Anderson
Scholarship
Charles and Catherine Anderson Diversity
Scholarship
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship
Corinne and Herbert Chilstrom
Scholarship
Laura Ann Erickson Memorial Scholarship
Pastor Bob Evans Scholarship
Dave Hagert Memorial Scholarship
Helen (Mohn) Henderson Memorial
Scholarship
Lee Family Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship
Pastor Carl O. and Edith W. Nelson
Memorial Scholarship
Philip and Dora Quanbeck Scholarship
Russell and Helen Quanbeck Scholarship
Rev. Olaf Rogne Memorial Scholarship
Russel and Virginia Smith Scholarship
Roy C. and Jeanette Tollefson Scholarship
■ MULTICULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship
Kent Anderson American Indian
Scholarship
Ada Bakken Memorial-American Indian
Scholarship
Grace Jewel Jensen Buster Memorial
Scholarship
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Financial Information 35
Grand Metropolitan Food Sector
Foundation Scholarship
Hearst American Indian Scholarship
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial Scholarship
Kerridge/Mueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship
Little Six, Inc. Scholarship
McKnight Foundation Scholarship
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship
Prairie Island Indian Community
Scholarships
Shakopee Mdewakanton Dakota
Community Scholarship
Marlys Johnson Simengaard Memorial
Scholarship
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship
Women of the ELCA Native Women’s
Achievement Award
■ PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship
Harold B. and Laura M. Lanes Scholarship
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial Fund
■ DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship
Dr. Paul R. and Maxine Fridlund Biology
Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Scholarship
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship
Augsburg Business Alumni Scholarship
Fund
Cargill Foundation Scholarship
Malcom and Maybelle Estrem Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship
Gamble-Skogmo Foundation Scholarship
Amin E. Kader Business Scholarship
Mildred and Eleanor Krohn Scholarship
Gertrude S. Lund Memorial Scholarship
Clifford A. Peterson Scholarship
David L. Shaver Memorial Scholarship
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship
Joan L. Volz Business Scholarship
Chemistry
Courtland Agre Memorial Scholarship
Augsburg College Chemistry Alumni
Scholarship
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Scholarship
36 Financial Information
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships
Education
James and Shelby Andress Education
Scholarship
Heidi Huber Scholarship
Dr. Einar O. Johnson Scholarship
S. Luther Kleven Family Scholarship
Elva B. Lovell Life Scholarship
David Mathre Scholarship
Debra Boss Montgomery Memorial
Scholarship
Barbara Tjornhom and Richard K. Nelson
Scholarship
John L. and Joan H. Ohlin Memorial
Scholarship
Pederson Samuelson Scholarship
English
Dagny Christensen Memorial Scholarship
Murphy Square Literary Award
Anne Pederson English Scholarship
Prof. P. A. Sveeggen Memorial Scholarship
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship
Paul Dahlen Memorial Scholarship
Keith Hoffman Memorial Scholarship
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship
Roy and Eleanor Krohn Scholarship
Hoyt Messerer Athletic Scholarship
Robert D. and Carolyn W. Odegard
Scholarship
James P. Pederson Memorial Scholarship
Stan Person Memorial Scholarship
History
Rev. and Mrs. O. J. Haukeness History
Award
H. N. Hendrickson History Scholarship
John R. Jenswold Memorial Scholarship
Dr. Bernhardt J. Kleven Scholarship
Theodore and Lucille Nydahl History
Scholarship
Mathematics
Floyd V. and Ruth M. Case Scholarship
Beverly Durkee Mathematics Scholarship
Mathematics Scholarship
George Soberg Scholarship
Robert Wick Scholarship
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs
Modern Languages
Emil M. Fossan Modern Language
Scholarship
Mary E. (Mimi) Johnson Scholarship
Mimi Baez Kingsley Modern Language
Scholarship
Theodore and Virginia Menzel Scholarship
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet and Reverend Mark Ronning
Memorial Choral Music Scholarship
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship
Rev. Clement A. Gisselquist Church Music
Scholarship
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship
Mabeth Saure Gyllstrom Scholarship
Beth Halverson Violin Scholarship
Kay Halverson Scholarship
Lynn Halverson Cello Scholarship
Carol Halverson Hearn Violin Scholarship
Hanwick Thanksgiving Scholarship
Financial Information 37
O. I. Hertsgaard Scholarship
Orville and Gertrude Hognander
Scholarship
Robert Karlén Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship
Catha Jones Memorial Scholarship
Professor Roberta Stewart Kagin
Scholarship
Ruth Krohn Kislingbury Choral Music
Scholarship
Susan and Dean Kopperud Scholarship for
Excellence in Music
Leonard and Sylvia Kuschel Scholarship
Nicholas Lenz Memorial Scholarship
Kenneth O. Lower-Nordkap Male Chorus
Music Scholarship
Susan Halverson Mahler Viola Scholarship
Arthur Carl Mammen Music Scholarship
Lucille H. Messerer Music Scholarship
Music Education Scholarship
Grace Carlsen Nelson Scholarship
Edwin W. and Edith B. Norberg
Scholarship
St. John’s Lutheran Church — John Norris
Scholarship
Lois Oberhamer Nye Memorial Scholarship
Henry P. Opseth Music Scholarship
Performing Arts Scholarship (Music)
Sampson Music Scholarship
Leland B. Sateren Choral Music
Scholarship
Mayo Savold Memorial Scholarship
Marilyn Solberg Voice Scholarship
String Scholarships
John and Vera Thut Scholarship
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship
Olaf Gaastjon Memorial Scholarship
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship
Iver and Myrtle Olson Scholarship
Nursing
Augsburg Nurses Alumni Association
Scholarship
Linnea A. Danielson Scholarship
Fairview Nursing Alumnae Association
Scholarship
Philosophy
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship
Physician Assistant
Alne Swensen Scholarship
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship
Physics
Floyd V. and Ruth M. Case Scholarship
Theodore J. Hanwick Physics Scholarship
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship
Political Science
Martin and Sylvia Sabo Scholarship
Myles Stenshoel Scholarship
Psychology
Jacob and Ella Hoversten Scholarship
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship
Norman and Louise Bockbrader
Scholarship
Andrew and Constance Burgess Scholarship
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship
Ernest S. Egertson Family Scholarship
Joel and Mary Ann Elftmann Scholarship
Luthard O. Gjerde Scholarship
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship
Elias P. Harbo Memorial Scholarship
38 Financial Information
Arnold and Neola Hardel Memorial
Scholarship
Iver and Marie Iverson Scholarship
Pastor George J. Kundson Memorial
Scholarship
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship
Onesimus Scholarship
Johan H. O. Rodvik Memorial Scholarship
Ronholm Scholarship
Rev. Lawrence and Gertrude Sateren
Scholarship
Paul G., Jr., and Evelyn Sonnack
Scholarship
Morris G. C. and Hanna Vaagenes
Missionary Scholarship Fund
Johan L. Weltzin Memorial Scholarship
Social Work
Phyllis M. Baker Memorial Scholarship
Blanca-Rosa Egas Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for
Minority Social Work Students
Bodo F. Suemnig Memorial Scholarship
Edwin Yattaw Memorial Scholarship
Sociology
Adolph Paulson Memorial Prize
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Arts/Religion Scholarship
Student Life
Campus Ministry – 40
Vocation – 40
Student Government – 40
Campus Activities and
Orientation – 41
Social, Cultural, Recreational – 41
Fine Arts – 41
Anne Pederson Women’s
Resource Center – 42
Athletics and Sports – 42
Gage Center for Academic
Achievement – 42
Academic Advising – 44
Center for Learning and
Adaptive Student
Services (CLASS) – 43
Academic Skills Assistance – 43
TRIO Program – 44
Office of Undergraduate Research
and Graduate Opportunity
(URGO) – 45
Services for Students with
Physical Disabilities – 45
ACCESS Center – 45
StepUP® Program – 46
Ethnic Student Services – 46
American Indian – 46
Hispanic/Latino – 47
Pan-Asian – 47
Pan-Afrikan – 47
GLBTQA – 48
Health and Fitness – 48
International Student
Advising – 49
Residence Life Program – 49
Housing – 49
Food Service – 50
College Policies – 51
Student Standards of Behavior,
Complaints, Records – 51
Official Notices – 51
Family Educational Rights
and Privacy Act – 51
Discrimination Complaints – 52
40
STUDENT LIFE
A
ugsburg’s mission focuses on student learning in the broadest sense.
Experiences in the classroom are an important part of college life, but learning and
development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
CAMPUS MINISTRY .
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
VOCATION .
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program assists students in this
journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the
College. Exploring Our Gifts also provides
resources to encourage students to consider Christian ministry. Contact the director
of Exploring Our Gifts for further information about the program.
STUDENT GOVERNMENT .
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for debate and
activism on all issues pertaining to student
life at Augsburg.
Student Life 41
Student Government is organized into
several committees. Elections are held in
the spring for the next year. Freshmen
elect their representatives in the fall of
their first year. Many kinds of involvement
are possible—program planning, writing,
editing, or service opportunities. If you
want to get involved, contact the president
or vice president of the student body in
their offices in the lower level of the
Christensen Center.
CAMPUS ACTIVITIES AND .
ORIENTATION .
The Office of Campus Activities and
Orientation creates opportunities for students to enhance their leadership skills
through active co-curricular involvement.
These events, activities and organizations
serve the campus community by helping
students become connected and invested
in their Augsburg experience.
Orientation programs on campus help
new students to Augsburg College become
familiar with their new surroundings and
the various resources that Augsburg offers
students. Summer Orientation and
Registration (SOAR) is a summer orientation program for entering first-year students where they will receive their class
schedule, meet their orientation leader and
meet new Auggies. Auggie Days is a fourday, fall transition program prior to the
beginning of classes. It is a comprehensive,
educational orientation program dedicated
to helping new first year students become
acclimated to the campus and feel comfortable in their new home. TRANSFERmation
and Spring Begin are transfer and new
beginner orientation programs that take
place in the fall and spring respectively.
SOCIAL, CULTURAL, RECREATIONAL .
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, speakers, and visiting personalities
in various fields.
The Christensen Center is the hub of
student life on Augsburg’s campus. It houses various offices and services provided for
Augsburg students, staff, and faculty. The
Office of Undergraduate Admissions, Office
of Campus Activities and Orientation,
Event and Classroom Services, the Copy
Center, Shipping and Receiving, Murphy’s
Grill, Information Desk, Barnes and Noble
Bookstore, Sodexho food service, mail services, and Starbucks coffee/lounge are
offices and services that are currently in
the Christensen Center.
The Student Activities Center (known
as the Auggie’s Nest) is located on the garden level of the Christensen Center.
Student organizations have workstations
and lockers to help promote their events,
hold meetings and plan campus-wide programming endeavors. Commuter students
have the opportunity to utilize daily-use
lockers for storage.
■ FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
42 Student Life
■ ANNE PEDERSON WOMEN’S
RESOURCE CENTER
and ice arena.
The Anne Pederson Women’s Resource
Center at Augsburg College provides an
arena where Augsburg women can convene
to discuss topics of importance to today’s
women. It is also open to those men who
are supportive of women’s equality and the
study of feminism. In the Center you will
find a women’s library with current magazines for women and a collection of print
sources. It is also a meeting place for students, faculty and staff to interact, rest,
relax, study and converse. The Women’s
Resource Center sponsors numerous programs and activities, and provides a safe
place on campus for discussions, explorations and women’s advocacy. The
Resource Center is located in 207 Sverdrup
Hall.
■ SPORTS AND RECREATION
ATHLETICS AND SPORTS
■ INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division III. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
■ INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
At Augsburg, sports are for all students
as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
GAGE CENTER FOR ACADEMIC.
ACHIEVEMENT.
The Gage Center assists all Augsburg
students in setting and achieving optimal
academic goals here at the College and
beyond. The Center consists of five collaborating units:
Academic Advising
Center for Learning and Adaptive
Student Services (CLASS)
Academic Skills Coaching
TRIO/Student Support Services
Undergraduate Research and Graduate
Opportunity (URGO)
■ ACADEMIC ADVISING
Academic Advising orients new Day
and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on
initial course selection. This office also
provides interpretation of core curriculum
requirements, administers entry-level skill
assessments, interprets graduation requirements, provides degree-planning materials,
and answers questions on student academic progress. Academic Advising functions
as a supplement to the faculty advising system at Augsburg College, and is located in
the Enrollment Center.
Student Life 43
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have completed 12 or more credits, students are
required to declare their major and select a
faculty adviser by filling out a Major
Declaration Form and returning it to the
Enrollment Center. All day students are
required to meet with their assigned faculty adviser prior to registration. Both day
and weekend college students are encouraged to meet with their faculty adviser as
often as is necessary.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) provides individualized accommodations and academic
support for students with documented
learning, attentional, psychiatric and other
cognitive disabilities. CLASS has been recognized as a leader in its field, helping
these students gain full access to the college curriculum. Its mission is a reflection
of Augsburg’s commitment to providing a
rigorous and challenging, yet supportive,
liberal arts education to students with
diverse backgrounds, preparations, and
experiences.
Students who qualify for assistance
from CLASS work directly with one of our
disability specialists to develop an appropriate educational plan. These plans may
include:
• Accommodations for testing and
classroom (e.g., extended time, notetaking)
• Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
• Use of assistive technology through
the Groves Computer Laboratory
• Individual meetings (weekly or occasional) with a specialist for assistance
with academic, organizational, and
time management skills
CLASS specialists may also consult
with instructors, academic advisers, and
other members of the college faculty, staff,
or administration to ensure that students
have every opportunity for success. Taking
advantage of those opportunities, however,
remains the student’s responsibility.
These services are available to any
Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the
Guidelines for Documentation of a
Disability can be obtained by contacting
the CLASS Office. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to
help students determine whether they
should seek a thorough evaluation by a
qualified professional.
These services are made possible in part
through endowment support provided by
the Gage family and the Groves
Foundation.
■ ACADEMIC SKILLS COACHING
The Academic Skills Coaches, located
in Science 116, offer students study-skills
assistance so they may achieve academic
success. The coaches assist students in
improving their skills in such areas as time
management, note taking, textbook reading and comprehension, test-taking, and
concentration and memory improvement.
The staff will assist students in stress
reduction and in developing effective and
efficient study skills based on individual
learning styles.
44 Student Life
The Karen M. Housh Tutoring
Service—located in Science 116, arranges
for students to meet with tutors for content tutoring in most courses offered. The
service also notifies students of available
group study and coordinates supplementary instruction sessions, in which tutors
attend the classes and facilitate review after
class on major concepts of the course.
Augsburg TRIO/Student Support
Services serves 160 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year.
The John Evans Learning
Laboratory—located in Science 116,
offers students the opportunity to improve
skills in reading, writing, and mathematics.
•Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
•Academic program planning, including pre-registration for each term, major
and career decision-making, and long-term
course planning
•Financial aid counseling and education
•Academic progress monitoring, weekly
progress meetings for students on academic probation
•Academic success workshops, group
academic skill development
•Student leadership development and
opportunities for conference travel
•Social and cultural activities and student-led events
•Summer Bridge program including
free summer-term college coursework,
academic seminars, adjustment-to-college
workshops, and advising for 20 incoming
first-year students
•Need-based scholarships for first- and
second-year students actively participating
in TRIO/SSS
■ TRIO PROGRAM
TRIO programs are federal grant programs funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO/Student Support Services—
Student Support Services (SSS) is a TRIO
program designed to help students persist
in college and graduate in a timely manner.
The program serves students who are lowincome, first-generation college students
(neither parent has a four-year degree) and
students with disabilities to develop the
skills and motivation necessary to successfully pursue and earn a baccalaureate
degree. Participants in TRIO/SSS must also
be U.S. citizens, permanent residents or
refugees, must demonstrate academic need
for program services, and be committed to
succeed in college.
Major components of the Augsburg
College TRIO/SSS program include:
Student Life 45
Students may apply for TRIO/SSS anytime after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIO/SSS Advisor, please contact TRIO/SSS
program staff at 612-330-1311, or Science
114.
■ OFFICE OF UNDERGRADUATE
RESEARCH AND GRADUATE
OPPORTUNITY (URGO)
The Office of Undergraduate Research
and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional
school opportunities. URGO also supports
faculty and staff in their work to engage
students in these areas. Services include
help securing national fellowships and
research opportunities on and off campus,
graduate and professional school advising,
GRE and LSAT preparation, application
assistance, and monetary support for
selected research projects and conference
travel. In addition, URGO awards special
research funding and support for lowincome and first-generation college students and their mentors.
SERVICES FOR STUDENTS WITH.
DISABILITIES.
■ ACCESS CENTER
The Access Center provides support
and specialized services to students with
documented physical disabilities. These
may include TBI, chronic illness, mobility
impairments, and visual, auditory, or
speech impairments.
The Access Center is committed to providing equal and integrated access for students with disabilities to the academic,
social, cultural, and residential programs
that Augsburg College offers with the goal
of promoting independence and assisting
students in reaching their individual
potential. Areas of assistance include but
are not limited to:
• Individual meetings with the Physical
Disabilities Specialist on a weekly
basis
• Determination of academic accommodations
• Assistance with time management
issues
• Academic advising and assistance
• Advocacy with faculty and staff
• Training on, and use of, assistive
technology
• Assistance with community support
services and other non-academic
issues
Housing accommodations are provided
on an individual basis for students with
physical disabilities based on the review of
appropriate documentation. The nature of
the disability and the amount of equipment
and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The
mandate to provide accommodations does
46 Student Life
not, however, extend to adjustments that
would “fundamentally alter” the basic
nature or essential curricular components
of an institution’s courses or programs.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 43.)
■ TRIO/STUDENT SUPPORT
SERVICES
(Students with disabilities may be eligible to apply for TRIO/SSS. See listing on
page 44.)
STEPUP® PROGRAM.
The StepUP Program at Augsburg
College is for men and women in recovery
from addiction to alcohol and other drugs
who wish to pursue a college education.
StepUP’s comprehensive approach supports
students in both their recovery and academic studies.
StepUP students live in separate chemical-free housing, have individual support
meetings with a licensed chemical dependency counselor, and participate in
extracurricular team and community
building activities. In addition, students
have access to an academic skills specialist
in the StepUP office as well as specialists in
other student service departments on campus.
In order to qualify for the program students must be committed to a 12-step
abstinence-based recovery program, have a
minimum of six months of continuous
sobriety, and agree to abide by the StepUP
contract and live in StepUP housing.
The StepUP Program fosters academic
success and encourages the discovery of
positive relationships. Students are challenged to take responsibility for themselves
and their decisions while maintaining a
healthy respect for the disease of chemical
dependency. Participation in the program
offers students leadership opportunities
both on and off campus. In StepUP, students join together to form a community
in which recovery is celebrated as a normal
part of personal growth. Many of the
friendships and bonds students form while
participating in the StepUP Program will
last a lifetime.
ETHNIC STUDENT SERVICES.
■ AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Ser vices
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg’s policies, procedures and expectations. The program
• Assists with application process
• Helps students secure financial aid
• Nurtures students’ identification as an
American Indian
• Provides opportunities for students to
learn about their heritage
• Provides opportunities for the campus community to learn about American
Indian culture
• Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school dis-
Student Life 47
tricts, intended to increase the number of
American Indian teachers in these districts.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one-fifth of the loan will be
forgiven.
■ HISPANIC/LATINO STUDENT
SERVICES
The Hispanic/Latino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, scholarships,
orientation and registration, academic
planning, career counseling, housing,
internships and employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic/
Latino students and provide awareness of
the unique aspects of Hispanic culture.
■ PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
■ PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
“One Day in May” when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
48 Student Life
GLBTQA STUDENT SERVICES.
The GLBTQA (Gay, Lesbian, Bisexual,
Transgendered, Questioning, and Allies)
Student Services Office works with students of all sexual orientations and gender
identities. The director assists GLBTQA
students in both the weekend and day programs in making academic, personalsocial, and environmental adjustments to
Augsburg and community life. The director
also helps students create campus programs and co-advises Augsburg’s Queer
and Straight in Unity (QSU). Augsburg
College has begun using the “Safe Space”
Program, so that all students may feel safe
in their academic and personal lives while
on campus.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
■ HEALTH INSURANCE
■ CENTER FOR COUNSELING AND
HEALTH PROMOTION
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may contact
the Center for Counseling and Health
Promotion for information on obtaining
student health insurance through college
affiliated agencies.
Counseling
■ HEALTH CLINIC SERVICES
Personal counseling provides a supportive environment where students have
many opportunities to gain self-awareness
through personal exploration with the
assistance of licensed psychologists.
Services include individual counseling,
assessment and referral, workshops, consultation, and outreach.
The College offers basic health care services to students through a contract with
UFP – Smiley’s Clinic. These services are
limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley’s
Clinic. Students with health insurance can
also access Smiley’s Clinic for a variety of
clinic or other health services. A student’s
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
HEALTH AND FITNESS.
Students may discuss personal issues
such as stress, depression, anxiety, roommate problems, intimacy and sexuality,
drug use, motivation, transitions, family
issues, self-image, difficult decisions, eating
concerns, grief and loss, or other issues
with the psychologist. Professional counseling can make a substantial contribution
to the educational experiences of the student by providing the opportunity for
increased self-understanding and personal
growth.
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
Student Life 49
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
■ FITNESS CENTER
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center; some hours are
reserved for classes.
INTERNATIONAL STUDENT ADVISING .
(ISA) .
ISA’s mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
•Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
•General advocacy for international
students
•Advising the International Student
Organization
•Facilitating intercultural skill building
sessions for students, faculty, and staff
•Celebrating diversity of cultures by
increasing awareness of international/intercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communi-
cation theory to explore their adjustment
to a new culture and education system.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 66.)
RESIDENCE LIFE PROGRAM.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to
complete their degrees. Residence life staff
are on hand to help students become
acquainted with life at Augsburg through
social and educational events. They are
also ready to assist students who need help
or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls also earn higher grades and
50 Student Life
gain greater satisfaction during their college career. Numerous events are planned
to welcome students to the community,
including dances, movie nights, coffee
house concerts, and weeks devoted to special themes or issues.
Anderson Hall—Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
New Hall—Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Special Interest Housing—Special
Interest Housing is available to students
who are interested in creating a
living/learning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and StepUP.
Urness Hall—All new students and
some upper-class students live in Urness
Hall. This nine-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms may
be available.
Mortensen Hall—This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
■ FOOD SERVICE
Commons—Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plans who live in residence halls eat their
meals in the Commons.
Student Life 51
Murphy’s Grill—Located on the
ground floor of the Christensen Center,
Murphy’s features grill items, pizza, soups,
sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
COLLEGE POLICIES.
■ STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar’s office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available on the website at <www.augsburg.edu/studentguide>.
■ OFFICIAL NOTICES
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student’s Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than “directory information” can be released without the written
permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This means that faculty
or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written
permission is given by the student to
release non-“directory information.” It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg’s
procedures with regard to FERPA are available from the Office of the Registrar.
52 Student Life
■ DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, ground floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin)
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
General Information – 54
Degrees Offered – 54
Academic Calendar – 54
Faculty – 55
Library and Information
Technology Services – 55
Academic Organization
and Programs – 56
Divisions and Departments – 56
Majors and Minors – 56
Teaching Licensure – 60
Pre-Professional Programs – 60
Honors Program – 62
Inter-Institutional Programs – 62
Augsburg Abroad – 63
Center for Service, Work, and
Learning – 66
Graduate Programs – 68
Other Programs – 70
Academic Policies and
Procedures – 70
Registration – 70, 73
Crossover Registration – 72
Withdrawal from College – 73
Student Standing/
Petition Process – 74
Re-Admission – 74
Transfer Credit – 75
Graduation Requirements – 76
Graduation Requirements – 76
Liberal Arts Foundation – 79
Skills Requirements – 80
Quick Check Summary of
Graduation Requirements – 82
Evaluation and Grading – 85
Explanation of Grades – 85
Assessment of Previous Learning
Program – 87
Academic Progress, Probation
and Dismissal – 89
Dean’s List – 89
Latin Honors – 90
Commencement – 90
Enrollment/Degree Verification – 90
FERPA – 91
54
ACADEMIC INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
■ DEGREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
■ ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term.**
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for 3-1/2 to 4 hours. (Refer to the program
schedule for weekday evening meeting
times.) Students may take from one to four
classes each term.**
The Rochester Program operates on a
trimester calendar. Classes are held on
weekday evenings and meet an alternate
weeks. Similar to Weekend College,
Rochester’s Fall trimester begins in
September, Winter trimester begins in
January, and Spring trimester begins in
April. There are 7-8 class sessions each
trimester with each class meeting for 3-1/2
to 4 hours. Students may take one to four
classes each term.**
**(See Registration on page 70 and
Calendars on pages 4-7)
Courses and majors offered through
Weekend College and the Rochester
Program are the same as their day program
counterparts. However, the curriculum is
limited to selected liberal arts courses and
majors.
Academic Information 55
Augsburg offers three summer school
sessions, including a summer online option.
The Summer Session Catalog is published in
the winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for Physician
Assistant Studies. (See Graduate Programs
on page 68.)
■ FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg’s size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
■ LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 180,000 volume
main collection, the Lindell Library
includes special collections and archives,
curriculum library, a computer lab and stu-
dent computing help desk, library instruction classroom, and facilities for media
viewing and listening. Skyways link the
library to the new Gateway Building as
well as to Sverdrup Hall, which houses the
Enrollment Center, additional computer
labs and multimedia classrooms, a lounge,
and a vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. In a wireless environment,
appropriately equipped laptop computers
can be used throughout the building to
access these resources.
Information Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit Student
Computing’s website
<www.augsburg.edu/stucomp> for more on
IT at Augsburg.
56 Academic Information
Computing
Students have access to over 250 oncampus computers. There are both PC and
Macintosh desktop computers available in
the Lindell Library computer lab and in
the 24-hour Urness computer lab. The college has six computer classrooms and 23
technology-enhanced classrooms. The circulation desk in the Lindell Library has 45
wireless laptops available for use in the
Library.
Several computer clusters are available
for more specific student use within academic departments. A high-speed fiber optic
campus network provides access to
AugNet online services, printing and connections to the Internet and Internet2.
Network-ready student machines can connect to the campus network from dormitory rooms or from WiFi buildings on campus including the Christensen Student
Center, Lindell Library, and the Science
Building. All of the AugNet online services
and several of the Registrar’s student services are available securely on the Web to
students on and off-campus.
Media Resources
Lindell Library provides a large collection of sound and video recordings, as well
as equipment for viewing, listening to, and
creating instructional media. Audio and
video tape duplication within the limits set
by copyright law is available. Facilities for
classes in broadcasting are located near the
communication department in Foss
Center.
ACADEMIC ORGANIZATION AND.
PROGRAMS
.
■ DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 26
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts and Humanities—
American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre
arts, College librarians.
Natural and Social Sciences—
Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
Professional Studies—Business
administration, education, health and
physical education, nursing, physician
assistant studies, social work.
■ MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The college requires students to declare
a major by the end of the sophomore year,
and earlier in some disciplines. Details of
majors and minors are in the course
description section. Unless otherwise indicated, majors are part of the bachelor of
arts degree.
Student-Designed Major
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
Academic Information 57
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student’s proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supporting letters of approval to AAC. Supporting
letters should assess BOTH the student’s
ability to complete the proposed major and
the validity and value of the proposed
major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters
represent their approval of the program,
including the capstone course, and their
commitment to oversee the student’s
progress.
2. Develop a student-designed major
program proposal that includes:
a. A statement of learning goals and
objectives.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the pro-
posed courses collectively support a specialized and cohesive plan usually associated
with a college major. Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point and/or prepares one for further study. In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the Dean’s
Office.
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
58 Academic Information
Listings that are shaded are offered
through both the day program and
Weekend College. Weekend College
students may choose a major offered in
the day program if they wish. They may
take as many courses as possible through
Weekend College, then finish the major as
a day program student. A change of program is allowed once each academic year.
MAJORS AND AREAS OF EMPHASIS.
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business Administration
Economics/Business Administration
International Business
Management
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Mass Communication
Organizational Communication
Professional Communication
Human Relations
Marketing Communications
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English
Film
Finance
Health Education (B.A. or B.S.)
History
International Relations
International Business
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Business Concentration (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Weekend College only)
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Academic Information 59
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion
Youth and Family Ministry
Social Work (B.S.)
Sociology
Community Studies
Crime and Deviance
Cultural Anthropology
Organizational Analysis and
Development
Social Psychology
Student-Designed
Theatre Arts
Technical Design/Technology
Concentration
Women’s Studies1
MINORS.
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
Economics
English
Film
Health Education
History
International Business
International Relations
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Modern Languages
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
60 Academic Information
ACTC Majors—It is possible for day
students to complete other majors through
the Associated Colleges of the Twin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
colleges must apply through the Augsburg
registrar’s office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
Weekend College is not part of the
ACTC consor tium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
ter ms of the ACTC consortium agree ments.
■ OTHER STUDY PROGRAMS
licensure in one of these areas also obtain
the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
K-12 special education majors and
licenses in Emotional/Behavioral
Disabilities and in Learning Disabilities are
also available. These majors and licenses
are offered only through Weekend College.
Students seeking elementary licensure
and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers
in their subject area major and in the education department. It is very important that
students work closely with their advisers
throughout their programs.
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with subject area specialties in
one of the following: mathematics, science,
communication arts/literature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle school/high school fields: biology,
chemistry, communication arts/literature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
music (K-12), and physical education
(K-12). The licenses prepare people to
teach in grades K-12. Students seeking
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Academic Information 61
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL, two courses;
BIO 113, 114, 215; PHY 121, 122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering—See engineering
degree and major requirements on pages
169-170.
Pre-Law—Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine—Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENL 111; CHM 115,
116 (or 105, 106); CHM 351, 352; BIO
113, 114, 215, 369; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy—Coursework in preparation for
these programs should be discussed with a
faculty member in the Department of
Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114, 215, 476; CHM 115, 116 (or 105,
106), 351, 352; ECO 113; ENL 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary—A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
The Exploring Our Gifts office
(Memorial 231) provides resources and
support, including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
62 Academic Information
■ HONORS PROGRAM
The Augsburg Honors Program offers
an adventurous education where exceptional students with a passion for ideas can
be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to create their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program director.
■ INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media Center—
Through CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
2,500,000 volumes.
Associated Colleges of the Twin
Cities (ACTC)—Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester at one of the
other campuses. No additional fee is
required for such an exchange, except for
private instruction in music or approved
independent studies. Students may elect to
participate in the cooperative program to
gain new perspectives, to get better
acquainted with the other schools, or to
undertake a specific course or major not
offered on the home campus. A regularly
scheduled bus shuttles students between
the campuses.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)—Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Air Force ROTC—Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar’s office.
Army ROTC—Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the Office of the Registrar.
Academic Information 63
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
Students are advised on selecting programs that best fit their academic, career,
financial, and personal objectives.
Assistance is provided with application,
course registration, financing, and travel
arrangements. Orientation and re-entry
programs assist students in integrating the
experience abroad into their coursework
and personal lives. Grades earned on nonAugsburg programs will not be recorded
on the Augsburg transcript and will not be
figured into the GPA. Grades of “C” or better are required for credit to be granted
from non-Augsburg programs.
■ AUGSBURG ABROAD
Eligibility and Application
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an experience abroad. Through study abroad students may meet with grassroots women’s
organizations in Mexico, work in a small
business or artisan program in Namibia,
examine prospects for peace in Northern
Ireland, study geology and ecology in
Norway, have a paid corporate internship
in Germany, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
All students in good academic and disciplinary standing (a minimum GPA of
2.50) at Augsburg may apply to study off
campus. Although foreign language skills
are an asset, they are not required for all
study abroad programs. Since it takes some
time to prepare for studying abroad, students should start planning during their
freshman and sophomore years.
The application deadline for spring
term study abroad programs is October 1.
For summer session, fall term, and year
long study abroad programs the application deadline is March 1. Please contact the
study abroad advisor in the Office of
International Programs for deadlines on
short-term study abroad programs and
advising assistance.
Academic Requirements and Credit
Costs and Financial Aid
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
Augsburg core curriculum, and graduation
requirements when approved by academic
advisers and department chairs before
departure. An approved study abroad program will also fulfill the Augsburg
Experience.
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying abroad.
Naval ROTC—Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
64 Academic Information
Study Abroad Programs
Students may select from the following
Augsburg study abroad programs. In addition, students may consult with the study
abroad advisers regarding non-Augsburg
program options.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) —
Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political and cultural
issues in Mexico and El Salvador; explore
the interconnectedness of race, class, and
gender; learn first hand from both women
and men who are involved in struggles for
sustainable development and social
change. The program offers credit in religion, political science, women’s studies,
and Spanish. Internships and independent
studies are also available. The program
begins with a one-week seminar/orientation in the U.S-Mexico border region and
ends with a two-week seminar in El
Salvador. Students stay in guest houses
while traveling, spend approximately six
weeks in Augsburg housing, and four to
six weeks living with Mexican host families. Prerequisite: one college-level Spanish
course or its equivalent.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) — Fall
or Spring
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
apartheid and colonialism, they are faced
with the challenges posed by today’s world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Internships are
also available.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) — Fall or Spring
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
Academic Information 65
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women’s studies, and political science.
Students spend the first five weeks in
Guatemala, the next four weeks in El
Salvador, and the final six weeks in
Nicaragua. Prerequisites: one college-level
Spanish course or its equivalent is
required.
Social and Environmental Justice:
Latin American Perspectives (Mexico)
— Spring
This is an intensive program of study
and travel that explores socioeconomic and
political issues with a focus on the impact
of environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Students will examine
the ethics of land distribution, environmental racism, ecofeminism, social change,
and the complexity of gender, class, race,
and ethnicity in Latin America. Credit is
available in Spanish, history, political science, religion, and women’s studies.
Internships and independent studies are
also available. The program includes a twoweek seminar in Chiapas and Guatemala.
Students stay in guest houses while traveling, spend approximately six weeks in
Augsburg housing, and six weeks living
with Mexican host families.
Social Work in a Latin American
Context (Mexico) — Spring
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks.
International Partners
International Partners offers a broad
range of learning opportunities in Norway
and Germany. Students can choose from
several options: group programs, “tailormade” individual study programs, and
practical professional experiences that may
include a paid internship. Program length
varies from ten days to two semesters. All
course work is in English. Some travel
scholarships are available. For further
information contact the International
Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full semester programs in Norway, Ecuador, Ireland,
Bangladesh, and the Twin Cities. All programs emphasize the impact of civic
engagement, social change and cross-cultural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
study.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway—Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
66 Academic Information
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
inars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine.
Bangladesh: Sustainable
Development, Environment, and
Culture — Spring
Student Teaching Abroad
Explore the policies, practices and competing ideologies of human, environmental
and socioeconomic development in
Bangladesh. Experience urban and rural
environments, interact with leaders of government and development agencies, learn
about Bangladeshi history and culture, and
take introductory courses in Bangla language. Lectures and readings are in
English. (Prereq.: junior status or permission)
Community Internships in Latin
America: Ecuador—Fall and Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America.
Northern Ireland: Democracy and
Social Change — Spring
The “Northern Ireland: Democracy and
Social Change” program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven-week internship, students
get hands-on experience with organizations working for social change. Field sem-
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Offerings
include Summer Session I in Mexico via
the Center for Global Education. Contact
the study abroad adviser in the Office of
International Programs for the most current list of programs.
■ THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg’s metropolitan
location through the highly successful service-learning, internship, and career plan-
Academic Information 67
ning programs that link the College’s academic programs to community organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students’ coursework, majors, and/or
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg’s Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers, volunteering at homeless
shelters, Habitat for Humanity, and com-
munity centers, or working with cultural
and environmental groups.
The service-learning program also
works closely with the student-directed
Augsburg LINK and campus ministry.
Academic Internships
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 85.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student’s major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
68 Academic Information
transcript notation, set learning goals and
evaluate their experience. The director of
the Center for Service, Work, and Learning
supervises co-op transcript notation work
experiences. Academic internships and
cooperative education may be used to fulfill the Augsburg Experience graduation
requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is viewed as an important part of a
student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning and coaching, and
assistance with choosing majors, locating
internships, preparing for job searches and
graduate school applications, and making
connections to community, business, and
alumni resources.
■ GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, and Master
of Social Work. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: E/BD and
LD. Students are able to take up to six
licensure courses at the graduate level and
complete their licensure programs with a
combination of graduate and undergradu-
ate coursework. Students can then apply
their graduate level licensure courses to
complete a master’s degree program.
Students will complete their master’s
degrees through a combination of MAL
coursework and graduate level education
coursework (total of nine courses).
Licensed teachers also can pursue special
education: E/BD and/or LD, as well as the
K-12 Reading Licensure Endorsement
licensure at the graduate level. The program is available through the Weekend
College schedule, and the admissions
process begins with the Weekend College
Admissions office. For further information
about the programs, contact the Education
Department or the Weekend College
Admissions office.
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 operates on alternate Saturdays.
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), and/or Transcultural Nursing
through the Transcultural Nursing Society
(TCNS). Classes meet on a flexible immer-
Academic Information 69
sion schedule (every other week or once
per month) that may include weekdays,
weekday evenings, and Saturdays. Webenhanced pedagogies are used for all classes. Practicums include optional short-term
study abroad experiences. Students may
choose to study in Mexico, Guatemala,
Namibia, Pine Ridge, SD, and/or Europe.
The Master of Arts in Nursing Program is
accredited by the Commission on
Collegiate Nursing Education in accordance with its accreditation standards and
procedures.
The Master of Business
Administration is designed to give students mastery of the skills and knowledge
necessary to advance in their careers and
accept roles of greater responsibility in an
organization. Meeting primarily on one
evening per week, this challenging program is designed to be completed in 20
months. Organized in cohort format, the
program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses
on giving students the ability to think critically and effectively manage in complex
environments. An intensive Field Study
course allows students to apply classroom
learning to an actual business or organizational environment. Local businesses and
organizations provide a learning laboratory
for students as they complete projects in
various disciplines and functions.
The core program can be enhanced
through participation in a number of certificate options including Finance, Financial
Planning, International Business, Marketing
Management, Music Business, and Human
Resource Management.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited
by the Council on Social Work Education,
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College’s mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration prepares
students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy
toward changing policies that obscure and
oppress people.
A dual degree (Master of Social Work
and Master of Arts in Theology) is also
70 Academic Information
available and is offered in collaboration
with Luther Seminary. The dual degree is
designed to meet the educational interests
of people planning to serve the spiritual
and social needs of families, individuals,
and communities.
■ OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
and the Midwest Regional Office of the
College Board. Augsburg College is a
Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:00 a.m. to 3:00 p.m.). To
ask questions or to schedule a program,
call the program director at the above
number.
ACADEMIC POLICIES AND.
PROCEDURES.
■ REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Academic Information 71
Committee on Student Standing unless the
following apply: cumulative GPA at
Augsburg of 3.00 to 3.49 may take a total
of 5.0 course credits; cumulative GPA at
Augsburg of 3.50 or greater may take a
total of 5.5 course credits without petitioning. All overload registrations must be
done in person at the Enrollment Center.
(Please note: There is an additional tuition
charge for course loads over 4.5 course
credits. This includes combining the credit
load from both the day and WEC programs. Spring day term will include Winter
WEC and Spring WEC.) Auditing classes
over the 4.5 overload limit will also incur a
tuition charge.
Weekend College and Rochester
Program students typically register for one
or two course credits each trimester.
Students registered for at least two course
credits in one term are considered full time
for that term. Students registered for one
course credit are considered half-time for
the term.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Official academic
calendars for all programs are available
through the registrar’s Web page.
Day students may add individual classes to their current schedule or withdraw
without notation through day 10 of the
term. The signature of the instructor is
required to add a class after the fifth day.
From day 11 through day 20, students may
still petition the Committee on Student
Standing for permission to add a class.
There is a fee for this petition. Day 20 is
the last day to petition for adding a class.
Students registered for day program
Time 1/Time 2 (T1/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under “Combined Academic
Calendars” at <www.augsburg.edu/enroll/
registrar>.
Weekend College students may add
individual classes to their current schedule
or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
is the Thursday prior to the second class
weekend.
Students registered for Weekend
College T1/T2 courses may add or withdraw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
Rochester students may add individual
classes to their current schedule and/or
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
Students registered for Rochester T1/T2
courses may add or withdraw without
notation through the Monday after the first
72 Academic Information
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Some late course registrations may be
subject to additional late fees.
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Weekend College—612-330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a “home program,” either
day, Weekend College, or the Rochester
Program. It is expected that students will
complete most of their degree requirements through their home program.
However, full-time students may register
for up to 1.0 credits per term outside their
home program. Enrollment will be based
on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full-time and will be charged the
full-time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5 .
Students have registration priority in
their home program. Crossover registration
begins only after the open Web registration
period closes for both programs. A schedule is published on the registrar’s office
Web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by Web.
The WEC and Rochester programs are
not part of the ACTC (Associated
Colleges of the Twin Cities) tuition
exchange program. WEC/Rochester students may NOT crossover to attend
A C T C c o u r se s .
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program. (An
exception is made for approved courses in
the Department of Nursing and the joint
B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered
(Day, WEC, or Rochester).
Academic Information 73
Change of Program
Withdrawal from College
Students may apply to change their
“home program” by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar’s Web page. The last day to file
for a Withdrawal from College is the last
day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar’s
office.
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming freshmen and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College and Rochester
Program students may register during the
designated time prior to the start of each
term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar for specific dates.
Day students will be able to register only
after meeting with their faculty adviser.
The Enrollment Center is also available to
process registration forms. Note: Web registration may not recognize prerequisites
fulfilled by transfer work. In these cases,
please process your registration at the
Enrollment Center.
Once the open registration period ends,
returning students registering for the first
time for the coming term will be assessed a
late registration fee. The Enrollment
Center will process all registration forms
after the Web closes.
Students are responsible for keeping
the registrar’s office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of orders.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise from a failure to
note attendance on the transcript, and also
indicate that the withdrawal was outside of
the student’s control.
Alternatively, the college supports faculty in enabling students who are called to
active duty and have substantially complet-
74 Academic Information
ed a course, to assign a grade based upon
the coursework completed, or work out an
“incomplete” agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid
in this process.
Student Standing Committee
The Student Standing Committee deals
with requests for minor exceptions to academic policies. Typically, the Committee
reviews requests for:
• Minor exceptions to academic
requirements and/or approval of transfer
course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade option changes)
Note: Petitions for an exception to published registration deadlines will require a
$50 petition fee attached to the petition.
This fee is non-refundable regardless of the
outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be
submitted within six months of the published registration deadlines for the term
involved.
In addition, the Committee reviews students’ transcripts in determining academic
probation or dismissal from the College on
academic grounds. The Committee also
hears appeals from students who have been
dismissed for academic reasons.
The Committee reviews student
requests for readmission to the College
after dismissal or returning after leaving
while on probation.
The Committee typically meets every
other week throughout the school year
(September-April), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar’s Web page: <www.augsburg.edu/
enroll/registrar/index.html>.
Step 2: Fill out the petition form completely. Include documentation for illness
or family emergency. Have your adviser,
instructor, or department chairs sign and
add comments concerning your request.
Petitions without comments from faculty
will be returned for completion.
Step 3: Return the completed petition
form to the Office of the Registrar/
Enrollment Center, include signed
drop/add form and $50 check if applicable.
Step 4: After the committee meets, a
copy of the petition with the committee’s
decision is returned to the student. Day
students will receive this notice in their
campus box. WEC and Rochester student
petitions will be mailed to their home
address.
Re-Admitted Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. The election to complete a
degree under a new catalog must be submitted in writing to the registrar’s office.
Some departments will not accept course-
Academic Information 75
work taken more than seven to ten years
ago. Students must meet all of the requirements in effect under the catalog they
choose. Choosing to complete graduation
requirements under the current catalog
will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog
requirements.
Students who graduated from Augsburg
who are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Minors
are not noted on the transcript if they are
completed after a baccalaureate degree has
been awarded.
Evaluation of Transfer Credit
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student’s official transcripts. College credit is granted for liberal
arts courses completed at regionally
accredited institutions with a grade of
2.0/C or better. Augsburg does not grant
credit for developmental courses, vocational-technical courses, or courses with grades
below 2.0/C. The registrar’s office evaluates
coursework for credit and for applicability
toward Augsburg Core Curriculum
requirements. Academic departments are
responsible for evaluating the applicability
of coursework toward a student’s major or
minor. The College reserves the right to
require that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence section
on page 77) Additionally, major and minor
departments may require certain courses or
a minimum number of courses be taken at
Augsburg.
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equiva-
lent to four semester hours or six quarter
hours. Transfer credits that have been
reported to Augsburg as semester or quarter hours are converted to Augsburg course
credits by dividing by four or six respectively.
Augsburg College limits transfer credit
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches this credit limit, no
additional credits will transfer from twoyear institutions toward the minimum
number of course credits required for a
baccalaureate degree. However, courses
taken beyond the credit limit can be used
to meet liberal arts and major requirements.
Courses and credits that are accepted in
transfer are reported on the student’s transcript. Grades and grade points from other
institutions are not transferred to Augsburg
and are not included in the student’s
cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar
before taking courses at other institutions
to ensure compliance with transfer credit
policy and residency requirements.
MnSCU Transfer Students
Students transferring from the
Minnesota State Colleges and Universities
system who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MnSCU, and
have a 2.50 cumulative GPA (on a 4.0
scale) from the degree-granting institution
will be given transfer status as outlined
below:
• Students will be granted 16 Augsburg
course credits in transfer from two-year
institutions. This will assure admission
with junior standing. No additional credits
will be accepted from two-year institutions.
76 Academic Information
• The Augsburg Core Curriculum will
be adjusted so students need only to complete the following:
• REL 300 Bible, Christian Theology, and
Vocation
• One Augsburg Experience
• Senior Keystone Course
• Modern Language requirement (0-2
courses, depending on initial assessment)
• Math Placement Group 3 (or MAT
105)
• One course that fulfills the
Graduation-level Quantitative Reasoning
Skills requirement
• One course that fulfills a Graduationlevel Writing Skills requirement
• HPE 001 Foundations of Fitness or one
HPE lifetime activity course (This requirement is waived for students who have
transferred two equivalent courses.)
*The A.A. degree and Minnesota
Transfer Curriculum must be completed
prior to enrolling at Augsburg in order to
qualify for this transfer status.
Note: Additional prerequisite coursework beyond the A.A. degree may be
required in some Augsburg majors.
Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C –
grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major — a separate
process from admission to the College — is
sometimes required. Please check with the
Office of Undergraduate Admissions and
consult the departmental section of this
catalog.
Advanced Transfer Students
Students who enter Augsburg with 13
or more course credits accepted in transfer
are considered Advanced Transfer
Students. The Augsburg Core Curriculum
will be adjusted for advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian
Theology, and Vocation instead of REL 100
& REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical
Thinking Assessment
• Waiver of one Lifetime Fitness
requirement (depending on transfer evaluation)
• Waiver of one Graduation-level
Writing Skills requirement
All Augsburg Core Curriculum requirements not mentioned above remain
unchanged for Advanced Transfer
Students. A full description of these
requirements is found on pages 78-84.
*Waivers for Advanced Transfer are
determined at the time of initial entry into
Augsburg and will not be granted for
courses completed after initial enrollment.
GRADUATION REQUIREMENTS.
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar’s office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
Academic Information 77
of a major. See page 22 in the printed catalog in Undergraduate Admissions — Special
Students (Second Degree).
Each student is required to apply for
graduation at the end of his or her junior
year to confir m remaining graduation
requirements.
Application forms are available at the
Enrollment Center or on the registrar’s
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar prior to the anticipated date of graduation. (There may be no
incompletes or open courses on the academic record.)
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
1. Completion of 32 course credits
— No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) – 14;
music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.)
– 17; and social work (B.S.) – 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two elective
P/N graded courses. Each department sets
its own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a Major —
Requirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum — Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average — Students
must earn a minimum overall grade point
average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade
point average in course work for the major
or minor. Some majors, licensure, and certification programs require a higher grade
point average or a minimum grade in each
course. See the departmental section for
details about the grade and grade point
average for individual majors and minors.
5. Residence — The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar’s office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
78 Academic Information
■ THE AUGSBURG CORE
CURRICULUM
The Augsburg Core Curriculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a curriculum
that:
• Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
• Calls for common inquiry into questions of Christian faith and the search for
meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s
place of leadership and service in a diverse
world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
THE AUGSBURG SIGNATURE
CURRICULUM
Search for Meaning
Augsburg’s Signature Curriculum is
centered on its identity as a college of the
Evangelical Lutheran Church in America.
As a college of the Church, Augsburg
accepts as a basis for its educational program the doctrines of the Christian faith as
revealed in scripture and the creeds
affirmed by the Lutheran Church. It consciously affirms that all students should
reflect upon the Christian scriptures, theological concepts, ethical values, their own
faith and values, and religious concepts
outside of the Christian faith as part of
becoming educated.
In these courses students articulate and
critically reflect upon Augsburg’s concept
of vocation and its meaning; Christian theological concepts as well as concepts from
other religious traditions; and the meaning
of the Bible in Judeo-Christian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning courses—REL
100 and REL 200—are required.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
• Augsburg Seminar
All students who enter the college as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and Augsburg Seminar, a firstyear learning community in their major or
related area of academic interest. Each
week Augburg Seminars devote an hour to
topics relevant to an Augsburg education:
becoming an intentional learner; making
connections to the larger Augsburg learning community; and exploring strategies
for success in the AugSem course(s) and
future college work.
• Engaging Minneapolis
The Engaging Minneapolis requirement
builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. Students
take one course that introduces them to
the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Most Engaging Minneapolis courses also
fulfill an Augsburg Core Curriculum or
major requirement. They should be taken
Academic Information 79
during the first year, but may be taken in
the second year.
• Many Voices Project
Embedded in ENL 111, 112, and HON
111 (see core skills requirements), the
Many Voices Project engages first-year students in discussion of a common text
addressing themes of cultural diversity and
global awareness. Emphasizing ways in
which written communication can promote understanding and productive
engagement among different cultures and
points of view, The Many Voices Project is
intended to teach skills and methods that
promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education — vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg. Most Keystone courses also
meet major requirements.
The Senior Keystone course in each
department connects the broad liberal arts
foundation with the professional skills and
in-depth study of the major. It thus asks
graduating students to think critically,
reflectively, and ethically about their place
in the world as leaders and servants.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar’s
office.
80 Academic Information
Natural Sciences and Mathematics
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Economics, Political Science,
Psychology, Sociology
Humanities
Two courses from two different departments/programs:
American Indian Studies, Communication Studies, English, History, Philosophy,
Religion, Modern Languages (literature
and culture courses), Women’s Studies
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
Participation in a music ensemble may
be applied to this requirement. Four
semesters of participation in the same
ensemble — orchestra, concert band, or
choir — fulfills one course requirement in
the Fine Arts domain.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical
thinking courses is determined by the
assessments. These tests are a prerequisite
for (not completion of) core and graduation skills course requirements.
• Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
• Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
another college may have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during college registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Academic Information 81
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
• Writing Assessment and
Requirement
This entry level assessment determines
readiness for ENL 111 or 112. Students
who do not place highly enough on the
entry level assessment will be required to
take ENL 101 Developmental Writing
before ENL 111.
Students who have transferred in a
course equivalent to ENL 111 are excused
from the entry level exam. Students entering Weekend College or the Rochester
Program do not take the Writing
Assessment.
Core Skills Requirements
• Effective Writing
ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class
is required.
Students should complete Effective
Writing by the middle of their sophomore
year since it is a prerequisite for Writing
Graduation Skill courses.
• Modern Language
For students who have not previously
studied a modern language, completion of
a two-course sequence in the same language with a minimum grade of 2.0 or P in
both courses is required. The BYU-CAPE
language assessment is offered to students
who have had at least one year of study of
French, German, or Spanish language in
high school. For a language previously
studied, successful completion (minimum
grade of 2.0 or P) of one language course
at your placement level (112 or higher)
satisfies the requirement. Students whose
placement test is at 311 or higher will be
exempted from further language study.
Modern language courses accepted in
transfer may be applicable to this skills
area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modern Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the ELL placement test must fulfill the English Language Learners (ELL)
requirement. The requirement is satisfied
by successfully completing the ELL
course(s) and achieving a score above the
minimum on the ELL placement exam.
Students who complete the ELL requirement fulfill the Modern Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information. More information
about English Language Learners is found
on page 88.
82 Academic Information
CHECKLIST AND SUMMARY OF
GENERAL EDUCATION REQUIREMENTS.
FOR GRADUATION.
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 76. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
( t r a n s fe r c r e d i t m a y a p p l y t o t h e s e r e q u i r e ments):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 77.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Critical Thinking Assessment
• Mathematics Assessment
• Modern Languages Assessment
• Writing Assessment
• Achieve a Math Placement Group score of
three.
• Complete Effective Writing
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
• Two courses with Writing components.
❏ Complete a major.
• One course with a Speaking component.
❏ Complete the Augsburg Core Curriculum.
• One course with a Quantitative Reasoning
component.
Complete the Signature Curriculum:
• Complete two (2) Search for Meaning
courses.
• Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
1. Complete the fall orientation and
Augsburg Seminar.
2. Complete an Engaging Minneapolis
course.
• One course with a Critical Thinking component.
A l l a d v a n c e d t r a n s f e r s t u d e n t s ( t h os e
entering with 13 or more credits) must com plete the following requirements prior to graduation (transfer credit may apply to these
requirements):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
• Complete at least one Augsburg
Experience
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete a Senior Keystone course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Music Performance (B.M.) . . . . . . . . . .14.5
Other maximums are described on page 77.
Academic Information 83
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
• Complete REL 300 Bible, Christian
Theology, and Vocation course
• Complete a Senior Keystone course.
• Complete one Augsburg Experience
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially designed
interdisciplinary Connections courses.)
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . . . .14.5
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Other maximums are described on page 77.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total course s c omp le t e d .
❏ Complete a major.
❏ Complete the Augsburg Core Curriculum.
• Humanities
Complete the Signature Curriculum:
• Fine Arts
• Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete Entry Level Skill Assessments and
Core Skills Requirements:
• Satisfy entry level skill requirements in
writing.
• Achieve a Math Placement Group score of
three.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
• One course with a Writing component.
• One course with a Critical Thinking component.
• Complete a Senior Keystone course.
• Complete one Augsburg Experience
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
Complete courses designed to fulfill the following Graduation Skills with a minimum grade
of 2.0 or P. (Courses meeting these requirements
are designated by the major.)
• One course with a Speaking component.
• One course in the major that meets a
Writing Graduation Skill.
• One course with a Quantitative Reasoning
component.
• One course that meets the Quantitative
Reasoning Graduation Skill.
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
84 Academic Information
• Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
is required of all students. The second
course may be chosen from a variety of different lifetime activities (HPE 002, 003
Lifetime Activity courses). Students may
test out of the second activity course by
demonstrating proficiency from a selected
lifetime activity. Proficiency exams are
offered through the Health and Physical
Education department each semester.
There is a fee to take the lifetime activity
proficiency test. Intercollegiate athletes and
Health and Physical Education majors may
not test out of this requirement.
Foundations of Fitness and Lifetime
Activity courses are non-credit courses and
are not included in the 32-course graduation requirement.
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Students are required to have one
course each with Critical Thinking,
Quantitative Reasoning, and Speaking skill
components, and two courses with a
Writing Skill component. These requirements are modified for advanced transfer
students (see pages 76, 82-83). A minimum grade of 2.0 or P is required to satisfy
a graduation skill requirement.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill this
requirement. Academic advisers will provide a list of these courses.
All Writing Skill courses have the prerequisite of ENL 111 or its equivalent. All
Quantitative Reasoning Skill courses have
the prerequisite of Math Placement Group
3, and all Critical Thinking Skill courses
have the prerequisite of passing the entry
level Critical Thinking Assessment or GST
100.
Core Curriculum Modifications
Some majors that result in a Bachelor of
Science degree give students the ability to
modify their Core Curriculum requirements in one of the following ways.
1. Bachelor of Science/Liberal Ar ts
Foundation (LAF) Waiver. Students who
elect the Bachelor of Science/LAF Waiver
must complete at least six of the eight LAF
requirements, provided at least one course
is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics
courses, two Social and Behavioral Science
courses, one Fine Arts course, and one
Humanities course) The following majors
are approved for the Bachelor of
Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure
only)
• Mathematics
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
2. Bachelor of Science/Moder n
Language Waiver. Students who elect the
Bachelor of Science/Modern Language
Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved
Academic Information 85
for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Mathematics
• Music Therapy
• Nursing
• Physics
EVALUATION AND GRADING
■
EXPLANATION OF GRADES
The official delivery of end-of-term
grades to students is online via the AugNet
Records and Registration website.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
options—traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
Latin Honors. Transfer students should be
especially aware of this requirement.
• To be eligible for graduation with
Latin Honors, students may elect only 2
P/N credits.
• See P/N limitations under Graduation
Requirements, page 77.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime activities are graded only
P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
Pass/No Credit
3.0
Students who choose the P/N option
are cautioned:
2.5
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
2.0
• Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
1.5
• Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
0.5
• P-graded courses do not count
1.0
0.0
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
86 Academic Information
not computed in the grade point average.
completed, a grade of 0.0 will be assigned.
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. 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.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
Repeated Courses
A course in which a grade of 0.0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 24. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
Grade Point Average
Academic Information 87
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Classification is based on the number of
course credits completed.
• Sophomores—7 completed course
credits.
• Juniors—16 completed course credits.
• Seniors—24 completed course credits.
■ ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student’s previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demon-
strated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)—Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. Credit
granting guidelines are available in the registrar’s office.
Advanced Placement Program
(AP)—Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. For some
exams, a minimum score of 4 is required.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP)—This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. Students who score at or above the
American Council on Education’s recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. Information
about CLEP tests is available from the
Office of the Registrar.
Departmental Comprehensive
Exams—These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
• There is a departmental exam available for the subject area in question.
88 Academic Information
• There is a faculty member designated
by the department to administer the exam.
• The registrar approves the student’s
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program—This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student’s previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous
learning, the faculty team applies the following criteria:
• There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed or
systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.50. It is strongly recommended that the process not be
used when four or fewer courses remain
for graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning—While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the
ELL placement test in conjunction with
the English writing placement test prior to
registering for their first term at Augsburg.
Students’ placement in ELL, ENL 101
Developmental Writing, or ENL 111, HON
111, or ENL 112 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ELL courses) and by a writing sample.
Near the end of each term of the
English Language Learner’s course, an
objective test will be administered to all
Academic Information 89
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student’s ELL requirement.
All students whose native language is
not English must stay enrolled in ENL
217/218 until such time that they pass the
ELL placement test at 85 percent or higher.
The ELL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ELL requirement, by examination or by course
completion, have completed the Modern
Language Core Skill requirement for
graduation.
■ ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.00 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.00 is required for graduation, with certain majors requiring a higher minimum
GPA.
Students whose overall academic
achievement falls below a 2.00 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Student Standing
Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students may be removed from probation when the cumulative GPA reaches
2.00. Students placed on probation as
freshmen for having earned two zero
grades may be removed from probation if
their classification changes to sophomore,
if they have not earned additional zero
grades, and if their cumulative GPA reaches 2.00. Students placed on probation as
sophomores for having earned three zero
grades may be removed from probation if
their classification changes to junior and
their cumulative GPA reaches 2.00.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean’s List
The Dean’s List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.50 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program’s calen-
90 Academic Information
dar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean’s List. If permission
is given by the student, an announcement
is sent to the hometown newspaper of each
student on the Dean’s List.
Latin Honors
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of “With Distinction.” Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus
successful completion of the summa oral
examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N
by the department will not be counted, nor
will “N” grades).
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enroll/
registrar>.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course credits/requirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. A student will not
graduate nor will a degree be conferred
until all graduation requirements are met,
regardless of participation in commencement.
Enrollment/Degree Verification
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearing
house.org
Academic Information 91
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of
enrollment verification and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
Right to request amendment of
education records—You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy. This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
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.
92 Academic Information
“Directory information” includes
the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of
study;
• The student’s academic class level;
• The student’s enrollment status
(FT/HT/LHT);
• The student’s participation in
officially recognized activities and
sports;
• The student’s degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student’s dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student’s photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the registrar prior to Sept. 15 (or within
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA
Office—You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Departments and
Programs
Course Descriptions with Major
and Minor Requirements – 94
Department majors and
programs are listed
alphabetically.
Also see index.
94
DEPARTMENTS AND PROGRAMS
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
COURSE DESCRIPTIONS.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College’s program. A
listing of requirements for individual
majors and minors follows the narrative.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Summer
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered. Unless noted, all courses are one
course credit. A full course is valued as
four semester credits or six quarter hours.
Most day program courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work. All full credit
Weekend College courses meet for eight
three-and-one-half-hour sessions during
fall and for seven four-hour sessions during winter and spring term.
Numbering
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available online.
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Departments and Programs 95
Prerequisites
■ INTERNSHIPS
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course. Some prerequisites (such as
ENL 111, math placement, and critical
thinking) cannot be waived by the
instructor.
Registration for internships consists of
the following steps:
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
INTERNSHIPS AND
.
INDEPENDENT STUDIES.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
2. Register for the Internship during
the registration period. The signed permission form must be turned in at the time of
registration. (Students may pre-register
without a placement secured, but a suitable internship must be found by the end
of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
96 Departments and Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected.
Prior to the beginning of the term/registration, interested students must consult
with the departmental internship coordinator or a faculty member and the Center
for Service, Work, and Learning regarding requirements and permission to register.
(Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
■ DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration.
AMERICAN INDIAN STUDIES
A
merican Indian Studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise
Marubbio
American Indian Studies 97
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk,
Dale Weston
DEGREE AND MAJOR REQUIREMENTS
American Indian Studies Major
Ten courses including;
AIS 105 Introduction to American
Indian Studies
AIS 205 Contemporary American
Indians
ENL 255 American Indian Literature
or AIS 264 American Indians in the
Cinema
HIS 236 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
AIS 499 Senior Research Project
In addition student must complete four
electives. At least five of the courses
toward the major must be upper division.
Minor:
Five courses including AIS 105. At least
two must be upper division.
COURSE OFFERINGS AT AUGSBURG COLLEGE.
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by put into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary
and fiction films made by and about Native American women.
98 American Indian Studies
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
AIS/ENL 255 American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with Women’s Studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
American Indian Studies 99
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to
the exciting and expanding field of indigenous media-specifically films made
by Native Americans. We will explore the political and social forces at work
behind the American Indigenous Film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary
range in perspectives and views that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by put into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary
and fiction films made by and about Native American women. (Prereq.: WST
201 or any 2xx Women’s Studies course; or AIS 105 or any 2XX American
Indian Studies course; or consent of instructor.)
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota
Indians, Contemporary Indigenous Issues of North and South America, and
American Indian literature Seminar.
AIS 499
Independent Research
An independently designed research project.
100
ART—ART
A
rt is essential. It teaches us to see,
claim beauty, make sense of pain, explore
the world, and express ourselves.
At Augsburg College, inspiration and
creativity grow from the diversity of ideas
experienced on a small campus in the
heart of a major metropolitan area. We balance a solid foundation of drawing, design,
and history with technical skills, critical
thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing, painting, ceramics,
sculpture, and photography with emerging
disciplines in hand papermaking, book
arts, architecture, and digital media. Class
sizes are small; we will get to know each
other.
Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral
to our program. We reach an average of
700 students a year from all disciplines,
graduating 25-30 majors annually with
B.A. degrees in art history, studio art, art
education; and certificates in studio art and
graphic design.
For 40 years, students have been earning degrees in art and art history at
Augsburg College. We’re excited to be here
in the center of the city. We think you will
be too.
Art Faculty
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey, Robert Tom
DEGREE AND MAJOR REQUIREMENTS.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 280 Hand Papermaking and
Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in a solo or
two-person show and the annual senior
group exhibition during their senior year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
Art 101
Note: Students planning a double
major in Studio Art and Art History or a
major/minor combination should meet
with a department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Eight art courses, including four in
graphic design, one art history, and three
electives.
ART COURSES.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
■ STUDIO ART FOUNDATIONS
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis
is placed on foundational drawing concepts.
■ STUDIO ART
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing.
102 Art
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil. Emphasis is
placed on color, perception, and expression.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of multimedia and digital design.
Emphasis will be placed on the development of effectively designed, valid, and
accessible websites.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout, illustration, and imaging software. Emphasis on designing with text
and image.
ART 247
Life Drawing
An introduction to the methods and techniques of drawing the human form
through the use of live models. Emphasis will be placed on perceptual drawing
skills and accurately rendering the human form in a spatial environment.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and throwing techniques combined with theory, concept, and form.
Art 103
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking and book arts emphasizes exploration of
surface (fiber sources, sheet-forming, and casting techniques), book binding
structures, and synthesis of original text and imagery in the artist’s book form.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
ART 315
Web Design II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 330
Graphic Design II
An advanced study of layout, typography, and visual imagery for print production using the computer. Includes identification of design problems and presentation to the client. (Prereq.: ART 225)
ART 340
Digital Imaging
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118)
ART 360
Watercolor Painting
Introduction to transparent watercolor emphasizes the perceptual experience
in developing descriptive and experimental techniques to explore color and
concept. Class sessions often include painting outside on location.
ART 368
Print Making II
Continued exploration of intaglio, relief, and mono/unique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and artist’s books, emphasizing
individual research and expression. (Prereq: ART 280)
104 Art
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
■ ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western
and non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for ART 349)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art
spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western
aesthetics, and Western concepts of art. Students will meet Native artists, visit
a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or
112 or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
Art 105
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENL 111 or 112 or HON 111)
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ART 299
Directed Study
See description on page 96.
ART 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ART 499
Independent Study/Research
See description on page 96.
106
AUGSBURG CORE CURRICULUM—
AUG/KEY/GST
THE SIGNATURE CURRICULUM .
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial
to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to
complete the seminar if the student withdraws from the linked content
course(s) is at the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including
in English-speaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of your classes, life, and future. Readings and critical discussions with others in the same and in different majors will add
dimension to your reflection writing.
LIBERAL ARTS FOUNDATION .
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses
(listed under academic departments) or through interdisciplinary Connections courses.
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand
and appreciate various art forms: Theatre, music, opera, visual arts, dance, and
film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli-
Augsburg Core Curriculum 107
gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences
LAF. Prereq.: SCI 110)
SKILLS.
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are
required to complete GST 100. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the
instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias
and chance. Review common techniques involving statistical opportunism,
Study conditional reasoning using English to describe and compare rates and
percentages presented in tables and graphs. Use standardization to take into
account the influence of confounders. Analysis of statistically-based arguments. Emphasis on interpretation, evaluation, and communication. (Prereq:
MPG 3)
108 Biology
Other General Studies Courses
GST 009
Cooperative Education (.0 course)
A transcript notation is given for the academic learning inherent in an
approved not-for-credit cooperative education/internship work experience.
Reflection activities and work-learning evaluations are conducted by the
Center for Service, Work, and Learning. With approval, a non-credit
coop/internship completed by juniors or seniors will fulfill the Augsburg
Experience graduation requirement.
BIOLOGY—BIO
B
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
In recent decades great strides have
been made in understanding important
biological processes, particularly those at
the cellular, molecular, and ecosystem levels. Biological research has also provided
some extremely important benefits to
humans, including advances in medicine,
agriculture, and food science.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
Biology Faculty
Mark Strefeler (Chair), Ralph
Butkowski, William Capman, Robert
Herforth, Dale Pederson, Beverly SmithKeiling
Biology 109
DEGREE AND MAJOR REQUIREMENTS.
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
and five upper division biology courses
chosen from the following list:
BIO 351
BIO 353
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Immunology
Special Topics in Biology
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the
Social and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
Bachelor of Arts in Life Sciences
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four upper division biology courses are required
BIO 491 Biology Seminar (non-credit)
is required of all juniors and seniors.
Two additional science courses are
required, chosen from the following list:
SCI 106
An introductory geology course
Required Supporting Courses for
Bachelor of Science
Transfer course policy for majors and
minors
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
110 Biology
Departmental Honors
Graduate and Professional Training
GPA of 3.50 in biology and 3.00 overall, one course of approved independent
study (Bio 499) with both oral and poster
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year or Feb.
28 in the case of students planning to
graduate in the following December.
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Minor
Teaching Licensure Major
A course in general chemistry and five
biology courses including BIO 151, 152,
253, and two upper division courses.
The State of Minnesota has specific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure
must be completed before beginning student teaching.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 151 and 152 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 253 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.00 for BIO 151,
152, and 253 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.00 or above is required for all
upper division courses applied toward the
major.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.00 in biology.
Cooperative Education
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in laboratories and other settings in the Twin
Cities.
Biology 111
BIOLOGY COURSES.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test hypotheses are considered.
(Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply
to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121
and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life,
genetics and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major
or minor in Biology. Students are strongly encouraged to take CHM 100 before
taking this class. Fall and Spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science
majors, including cell and molecular biology, energy metabolism, genetics. BIO
151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.
Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration
in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and
253 must be taken in sequence except by permission of instructor. (Three
hours of lecture, four hours laboratory. Spring)
112 Biology
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three hours lecture,
four hours laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253, and PHY 116 or 122 strongly recommended.)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
Biology 113
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253,
junior standing.)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates
the structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and
mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prerequisite: Bio 369 (Three hours of lecture, four hours
laboratory. Spring)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including oral presentations. Guest speakers are often
invited. A noncredit requirement for the major. (Spring)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 151, 152. P/N only)
BIO 299
BIO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
114
DEPARTMENT OF
BUSINESS ADMINISTRATION—
BUS, ACC, FIN, MIS, MKT
O
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cerrito (Chair), Nora M. Braun
(MIS Coordinator), C. Lee Clarke, Marc
Isaacson, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave,
Lori L. Lohman, Fekri Meziou, John
Molloy, Thomas Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield, David G. Schwain
(Marketing Coordinator), Kathryn A.
Schwalbe, Stuart M. Stoller (Accounting
Coordinator)
GENERAL REQUIREMENTS.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC),
finance (FIN), management information
systems (MIS), and marketing (MKT-Day
program only).
Specializations
Specializations provide students majoring in a field of study the opportunity to
deepen their knowledge of a particular
aspect of this major area. Within the business administration major there are four
specializations: management, marketing
(WEC only), music business, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to
students majoring in fields outside the
Department of Business Administration, in
addition to students majoring in other
areas in the Department of Business
Administration. The Department of
Business Administration offers six minors:
business administration, international business, music business, accounting, management information systems, and marketing.
Business Administration 115
Certificate Programs
Advising
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and finance
through the Weekend College program.
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 77), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
Internships
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/INS/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
International Business
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
116
BUSINESS ADMINISTRATION—BUS
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
DEGREE AND MAJOR REQUIREMENTS.
Business Core
Nine courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
FIN 331 Financial Management
Note: All business majors are encouraged
to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Specialization in Management
Business core plus four courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in International
Business
Business core plus four courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one additional upper division course in
either international business or international economics.
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Specialization in Music Business
Business Core* plus seven courses:
MUS/BUS 105 The Music Business
MUS/BUS 245 Arts Management and
Concert Promotion
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — or — 2 MUS credits and 1
MUE credit, selected from: (2 cr must be
in residence at Augsburg):
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(other MUS courses as approved by adviser)
*Music Business majors are exempt from
BUS 379 and may substitute BUS 254 in
place of BUS 242 or 200.
Specialization in Marketing (Weekend
College students only)
Business core plus three courses:
MKT 352 Marketing Research
MKT 355 Marketing Communications
Business Administration 117
or MKT 357 Advertising
MKT 450 Marketing Management
Combined Major in Business
Administration and Economics
Eleven courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
ECO 112
ECO 113
ECO 312
ECO 313
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
and one other upper division economics
course
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 or 200, MKT 252, FIN 331 or BUS
379. Other configurations may be permitted with the approval of the department
chair.
This minor is automatically completed
while completing a major in accounting,
finance, MIS or marketing.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
200 or MKT 252, and three courses in
international business (one may be in
international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in Music Business
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC
221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 301, BUS 254,
plus two additional music course credits
beyond MUS 105 and MUS 395 (maximum
of 1 credit in MUE and/or MUP courses).
This minor is a collaborative program
between the music and business departments. The minor is a course of study
designed both for the music major desiring
additional preparation in business and for
the non-music major interested in pursuing a career in the music industry.
BUSINESS ADMINISTRATION COURSES.
BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing,
Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
BUS 200
Exploring Business as Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be
exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and
international business.
118 Business Administration
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of
the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry
topics and in benefiting from practical field experience. (Prereq.: BUS/MUS
105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200 or consent of instructor)
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or BUS 200 or MKT 252, consent of instructor)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either
MPG 3 or completion of MAT 171. WEC—Additional sessions are required,
usually on a weekday evening.)
Business Administration 119
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, 379, FIN 331, MKT 252)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss—its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242 or BUS 200)
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 299
Directed Study
See description on page 96.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
BUS 499
Independent Study/Research
See description on page 96.
120
ACCOUNTING—ACC
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year bachelor’s
degree plus a master’s degree.
DEGREE AND MAJOR REQUIREMENTS.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
FIN 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students should take the courses in the
sequence given above.
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Accounting 121
Minor in Accounting
Six courses including:
ACC 221, 222, FIN 331 or ACC 324, ACC
322, 323
and one of the following: MIS 260, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACCOUNTING COURSES.
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS
200, 379, MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
122 Accounting
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, 379, FIN 331, MIS 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ACC 299
Directed Study
See description on page 96.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ACC 499
Independent Study/Research
See description on page 96.
FINANCE–FIN
T
he Finance major prepares students
for professional careers in corporate
finance and the financial services industry.
Besides careers in the finance/accounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
Association for Investment Management
and Research (AIMR).
Finance 123
DEGREE AND MAJOR REQUIREMENTS
Finance Major
Finance Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
FIN 331 Financial Management
Required Finance Courses
Five courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENL 111 or 112 or HON 111
and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
ECO 315 Money and Banking (Prereq:
ECO 112)
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
FINANCE COURSES.
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
124
MANAGEMENT INFORMATION
SYSTEMS—MIS
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, finance, and
marketing as well as from MIS.
DEGREE AND MAJOR REQUIREMENTS.
Management Information Systems
Major
Twelve courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
MKT 252 Principles of Marketing
MIS 260 Problem Solving for Business
MIS 270
MIS 375
MIS 376
MIS 475
MIS 476
Data Management for Business
Management Information
Systems in the Organization
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113,
BUS 242 or 200 or MKT 252, and MIS 376
or ECO 318.
MIS 125
MIS COURSES.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
Web environments. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260, 270, and 375)
126 MIS
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MIS 299
Directed Study
See description on page 96.
MIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MIS 499
Independent Study/Research
See description on page 96.
MARKETING—MKT
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects.
Augsburg’s metropolitan location makes it
easy for marketing students to complete
marketing plans, research studies, and
other projects for leading Twin Cities companies and not-for-profit organizations.
DEGREE AND MAJOR REQUIREMENTSS
Marketing Major
Marketing Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 301 Business Law
FIN 331 Financial Management
MIS 260 Problem Solving for Business
BUS 379 Quantitative Methods for
Business and Economics
Required Marketing Courses
127
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT
352, and two additional marketing courses.
This minor is recommended for anyone
who wishes to further their knowledge of
the marketing field.
Five courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
MARKETING COURSES.
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor. For non-business
majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the
BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY
215.)
128 Marketing
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas,
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MKT 299
Directed Study
See description on page 96.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MKT 499
Independent Study/Research
See description on page 96.
CHEMISTRY—CHM
C
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
•To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
•To provide programs of study for professional goals in addition to the traditional positions as chemists.
129
•To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
•To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
•To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Ron L. Fedie (Chair), Arlin E. Gyberg,
David R. Hanson, Joan C. Kunz, Sandra L.
Olmsted
DEGREE AND MAJOR REQUIREMENTSS.
■ BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
and two additional courses from:
CHM 364 Physical Chemistry II
CHM 367 Properties of Polymers
130 Chemistry
CHM 464
CHM 481
CHM 482
CHM 470
BIO 367
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional
Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Other pre-health and preprofessional students (physician assistant,
pharmacy, engineering, etc. — see pre-professional program listings in the Academic
Information section) should consult members from the chemistry department for
assistance in course planning early in their
college careers.
■ BACHELOR OF SCIENCE
American Chemical Society Approved
Major
Twelve courses including:
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122 General Physics I, II
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics and physics, 3.00 overall; one course or summer of approved
research; participation in seminar.
Chemistry 131
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351, 352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
CHEMISTRY COURSES.
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 102. (Prereq.: MPG 2)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100 or 102, MPG 3)
CHM 102
Chemistry for Changing Times I (with Lab)
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 100. (Prereq.: MPG 2)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
132 Chemistry
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration and ENL 111 or 112 or HON 111. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Chemistry 133
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent
registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352, 361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
134 Chemistry
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CHM 299
Directed Study
See description on page 96.
CHM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CHM 499
Independent Study/Research
See description on page 96. (Prereq.: junior or senior standing)
CLINICAL LABORATORY SCIENCE—CLS
C
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The curriculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the fall
semester of the academic year just prior to
the beginning of their professional studies,
typically in the junior year. Formal acceptance into the hospital-sponsored program
is based on the submission of an application for admission to the major, personal
recommendations, review of academic performance, and interview with the Program
Admission Committee. A minimum grade
point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the
College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is accredited by the
National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 8410 W.
Bryn Mawr, Suite 670, Chicago, IL, 60631,
773-714-8880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional
Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for
Clinical Laboratory Science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENL 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENL 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 113/114
135
136 Clinical Laboratory Science
Fi rs t y e a r:
Fall Ter m:
BIO 151: Introductory Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Ter m:
BIO 152: Ecology, Evolution and Diversity
CHM 106 or CHM 116: General Chemistry
ENL 111
Elective
Second Year:
Fall Ter m
BIO 253: Introductory Cell Biology
CHM 351: Organic Chemistry I
REL 200: Search for Meaning
Elective
Spring Ter m
BIO 355: Genetics
CHM 352: Organic Chemistry II
MAT 163: Statistics (QR)
Elective
Thir d Year:
Fall Ter m
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Ter m
BIO 476: Microbiology
BIO 486 Immunology
Elective
Elective
Fourth Year: Clinical Program
S um m er S es s i on
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 425: Clinical Chemistry
Clinical Rotations:
F a l l & S p r i n g S e me s t e r
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
F all S em es te r
CLS 420: Immunohematology
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
S p ri n g S e m es t e r
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
CLS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
BIO 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of “C” (2.0) or above.
Students must meet all College graduation
requirements including General Education,
grade point, College residency, and total
credits.
Clinical Laboratory Science 137
CLINICAL LABORATORY SCIENCE COURSES.
CLS 400
CLS 405
Introduction to Clinical Laboratory Science
Course is designed to provide the CLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also
provide teamwork, leadership, and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 352;
BIO 355 and 476; and admission to the CLS program)
Body Fluids
Covers concepts related to the formation, distribution, and function of body
fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory component will focus on
specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO
355, 476 and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for
the specific diagnosis of immunodeficiency diseases, malignancies of the
immune system, autoimmune disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory sessions offer exercises in methods
for detection of antigens and antibodies in patient specimens. (Prereq.: CHM
353; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing,
storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance of blood bank procedures, donor
processing, compatibility testing, antibody screening and identification.
(Prereq.: CHM 359; BIO 355 and 486; and admission to the CLS program)
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ
systems, with an emphasis on the corresponding clinical laboratory procedures
and human disease states. Discussion will include the clinical correlations of
the analytical procedures data with the diseases. The laboratory section covers
skills necessary to the performance of clinical chemistry test procedures.
(Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program)
138 Clinical Laboratory Science
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma
as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of
transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be
placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486;
and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans.
Topics include clinical signs and symptoms of the disease process, specimen
collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality
assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and
practice. (Prereq.: CHM 352; BIO 355, 473, 476 and 486; and admission to the
CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus
on human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered.
(Prereq.: MTH 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry
in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS
program and CLS 400 and 425)
Clinical Laboratory Science 139
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405 and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in
CLS 415. Using patient specimens, students will gain experience in the clinical
immunological techniques, methods, and management of antigen-antibody
reactions and identify the relationship to diseased states. The rotation also
includes the fundamentals of HLA testing and Flow Cytometry techniques
with interpretation of results. (Prereq.: admission to the CLS program and CLS
400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in
CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management,
solving of patients’ blood compatibility problems, apheresis, and cell therapy.
(Prereq.: admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student
will process a variety of patient specimens in the microbiology laboratory and
gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS
430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such
as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and
lecture included. (Prereq.: admission to the CLS program and enrollment in
applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory
testing with an emphasis placed on its impact on current laboratory practice
and outcomes assessment. (Prereq.: admission to the CLS program and CLS
405, 410, 415, 420, 425, 430, 433, 435, and 440)
140 Clinical Laboratory Science
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS
program. Student will complete a research project under the supervision of
a mentor. Course culminates in a major paper and presentation. Area of
emphasis will be in one of the specialty or subspecialty areas included in the
clinical laboratory practice. (Prereq.: admission to the CLS program and senior
standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor.
(Prereq.: admission to the CLS program; repeatable for maximum of one
credit)
COMMUNICATION STUDIES—COM
O
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Wes
Ellenwood, Robert Groven, Daniel Hanson,
David Lapakko
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Communication Studies Major
Twelve courses overall — eight required
core courses and four courses within one
of eight emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all Communication Studies
majors:
Public Speaking
COM 111
COM 280
History of Rhetorical and
Communication Theory
COM 351
Argumentation
COM 352
Persuasion
COM 354
Interpersonal
Communication
COM 355
Small Group
Communication
COM 321
Business and Professional
Speaking
or COM 329 Intercultural
Communication
COM 490 Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students
interested in studying communication from
an artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Four additional electives from the following: COM 321 (required), COM 329,
345, 399, 499; THR 350, 360; BUS 242,
301; ENL 220; POL 326, 342, 370; PSY
325, 371; REL 383; SOC 362, 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Four additional electives from the following: COM 345 (required), COM 321,
326, 329, 399, 410, 480, 499; BUS 242,
340; PSY 325, 371, 373; SOC 265, 349,
375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242
or 440 (required); COM 321, 326, 329,
399, 410, 480, 499; BUS 340; ENL 223;
MIS 175; PSY 373; SOC 349
141
142 Communication Studies
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340
(required); COM 321, 326, 329, 345, 399,
410; PSY 373, 485; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Four additional electives from: MKT
252 (required); COM 321, 326, 329, 399,
410, 480; MKT 352, 355, 357, 450; POL
342
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Four additional electives from: ENL
227 (required); COM 321, 326, 329, 345,
399, 410, 480; ART 132, 224, 225; BUS
242, 252, 355; MIS 379; PSY 373; SOC
349, POL 342
Mass Communication and Journalism
Emphasis
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Four electives from the following: ENL
227 (required); COM 247, 321, 329, 343,
348, 399, 499: ART 132, 215, 224, 225,
315, 330, 340; ENL 226, 228, 241, 324,
327; POL 342; THR 232, 233, 325, 350,
360; BUS 254, INS 331
Graduate Study Emphasis
Courses in this emphasis would be
especially helpful for students planning to
do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC
362 or ENL 481 (required); COM 321,
329, 499; PHI 230; POL 483; PSY 215,
315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate
in Augsburg’s interscholastic forensics program. Registering for and completing COM
188 (Forensics Practicum) can be used to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded curriculum that
encourages creativity, critical analysis and
Communication Studies 143
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women’s studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
John McCaffrey, John Mitchell, Robert
Thom
Required of all Film Majors:
Six Core Courses
COM/THR 216 Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
COM/THR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your advisor who is designated by the
program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be
chosen.
Film majors should fulfill the Senior
Keystone requirement in either the English
Department or Art Department.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
COM/THR 312 16mm Film II, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography, ART 215 Design for
New Media I, ART 315 Design for New
Media II, ART 340 Digital Imaging, ENL
228 Broadcast and Online Journalism,
MUS 130 Intro to Music and the Fine Arts,
PHY 119 Physics for the Fine Arts, THR
328 Stage Design
Track #2 Per for mance: This track is
designed for students interested in acting
and directing. Electives include: THR 233
Acting for the Camera, THR/ENL 325
Playwriting, THR 366 Stage Direction,
THR 328 Theatrical Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENL 328 Screenwriting, PHY 119
Physics for the Fine Arts
Track #3 Theor y & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221
Expository Writing about the Arts and
Popular Culture, ENL 228 Broadcast and
Online Journalism, ENL 240 Introduction
to Literary Study, ENL 430 Advanced
Studies in Theory and Method, COM 499,
INS 495 Indigenous Filmmakers, INS 264
American Indians in Cinema, WST/INS
481 Native American Women & Film, ART
240 Art History, PHI 260 Philosophy and
the Arts, PHI 120 Ethics, PHY 119 Physics
for the Fine Arts, SPA 248 Spanish and
Latin American Culture Through Film,
REL 309 Religion at the Movies
144 Communication Studies
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.50 GPA
in the major and a 3.00 GPA overall, and,
as part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111 Public Speaking
COM 280 History of Rhetorical and
Communication Theory
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 351 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
Film Minor
Six courses including:
ENL 241 Introduction to Cinema Art
COM/THR 216 Film Production I
THR 233 Acting for Camera
COM 343 Studio Production
COM/THR 420 Issues in Contemporary
Cinema
Plus one of the following:
THR/ENL 325 Playwriting
or THR 328 Screenwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
INS 495 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a communication studies faculty adviser.
Communication Arts/Literature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The
course requirements for this program are
listed in the Department of English section
of the catalog.
COMMUNICATION COURSES.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Fall, spring)
COM 188
Forensics Practicum
A non-credit experience in forensics.
Communication Studies 145
COM/THR 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 280
Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world
of ideas that serves as the foundation for the field of communication studies.
(Fall)
COM/THR 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111)
COM 326
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following courses —
SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years)
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems.
146 Communication Studies
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 347)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or consent of instructor. Fall)
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: MPG 3;
COM 111 or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
COM/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 371)
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 490
Communication Studies Keystone: Critical Conversations About
Communication and Vocation
A synthesis of communication theories and application of those theories to
each student’s sense of vocation. This course satisfies the Keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Computer Science 147
Internships and Independent Study Courses.
COM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
COM 299
Directed Study
See description on page 96.
COM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
COM 499
Independent Study/Research
See description on page 96.
ELECTIVES.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 440
BUS 450
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
INS 325
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
MIS 175
MIS 379
MKT 252
MKT 352
MKT 355
PHI 230
POL 342
POL 375
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR 325
THR 350
THR 360
COMPUTER SCIENCE—CSC
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The coursework provides students a strong base in computer science,
with emphasis on concepts rather than on
applications. We encourage students to
strengthen their coursework by electing an
internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them
to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett,
James Moen, Charles Sheaffer, Erik
Steinmetz, Karen Sutherland
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Computer Science Major
Twelve courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
148 Computer Science
and Communications
Algorithms
Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
Computational Economics
CSC 320
CSC 345
At least one elective must be an upper division course.
■ BACHELOR OF SCIENCE
Computer Science Major
Sixteen courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 145 Calculus I
MAT 146 Calculus II
Two courses from:
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science, six from economics, and a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Charles Sheaffer, Department of Computer
Science
Major in Computational Economics
Thirteen courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
Computer Science 149
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or EC0 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320
CSC 373
Algorithms
Symbolic Programming and
Artificial Intelligence
CSC 385 Introduction to Formal Logic
and Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 History of Philosophy IV:
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.50 in computer science major
courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210, 345, one additional upper division
computer science course, and one of MAT
171 or MAT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
COMPUTER SCIENCE COURSES.
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3)
150 Computer Science
CSC 170
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, one-and-one-half
hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and
one of MAT 145 or MAT 171)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
CSC 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 122
or MAT 145 or MAT 171)
Computer Science 151
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: ENL 111 and CSC 210)
CSC 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 240 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
ENL 111, CSC 385 or concurrent registration, and CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and CSC 385)
CSC 457
Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics
include geometric algorithms, geometric modeling, graphics techniques,
graphical user interfaces, human-centered software development, computer
animation, virtual environments and 3D immersive rendering. (Prereq: CSC
210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CSC 299
Directed Study
See description on page 96.
CSC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
CSC 499
Independent Study/Research
See description on page 96.
152
ECONOMICS—ECO
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political science/economics allows secondary education licensure students to obtain a solid background
for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Note: Transfer students must complete
at least three upper division economics
courses for a major and two for a minor.
Transfer classes must have been completed
in the last 10 years with at least a 2.0
grade.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
DEGREE AND MAJOR REQUIREMENTS.
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
and three other upper division economics
courses
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114 Precalculus
or MAT 122 Calculus for the Social and
Behavioral Sciences
or MAT 145, 146 Calculus I & II
Economics 153
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163
ENL 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Combined Major in Economics and
Business Administration
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business
administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 331 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore,should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; a senior thesis and comprehensive
oral examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
154 Economics
ECONOMICS COURSES..
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing, and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter
Trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate Winter Trimester)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years)
Economics 155
ECO 318
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall Trimester and Spring Semester)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. Every
three years)
ECO 413
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122. On demand)
ECO 490
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone
requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON
111)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
156 Economics
Internships and Independent Study Courses:
ECO 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (P/N Grading only.)
ECO 299
ECO 399
Directed Study
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent Study/Research
EDUCATION—EED, ESE, EDC, EDU, SPE
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in biology, chemistry, and physics, grades 5-8 in
general science, and K-12 specialist licenses in visual arts, physical education, music,
Note:
and special education: EBD and LD. (N
special education: EBD and LD are available in WEC only.) The K-12 Reading
Licensure Endorsement is also available at
the graduate level to already licensed
teachers.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication arts/literature, social
studies, visual arts, and special education.
Additional teaching majors are available
through the weekday program and open to
weekday and weekend students who can
take courses on a weekday schedule. All
prerequisite, elementary core, and professional education courses except field work
and student teaching are available on a
weekend or weekday late afternoon/
evening schedule. Fieldwork and student
teaching must be completed during regular
weekday hours. All students must have
some time available each term for field
experiences.
A graduate level licensure option is
available in weekend format to those
already holding a B.A. degree. Graduate
courses taken for licensure can be applied
to a Master of Arts in Education degree.
Contact the Education Department or
Weekend and Graduate Admissions for
information.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for
licensure: PPST, Principles of Learning and
Teaching Test, and one or more subject
matter tests.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are assigned an education
department adviser at the outset of coursework. All students are expected to become
knowledgeable of programs and follow
through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching program. Those interested in further information should contact the education department at least one year prior to
student teaching. Students who teach
abroad will do part of their student teaching in the Twin Cities area under direct
Augsburg faculty supervision.
157
158 Education
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Education Faculty
Lynn Lindow (Chair), Chris Brown,
Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson,
Christopher Johnstone, Anne Kaufman,
Carol Knicker, Gregory Krueger, Susan
O’Connor, Vicki Olson, Donna Patterson,
Ron Petrich, Linda Stevens, Barbara West
ELEMENTARY EDUCATION—EED/EDC
Elementary Major and Licensure
Requirements:
SCI 110
SCI 111
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the
bachelor of science Liberal Arts
Foundation requirements.
Option B is for WEC and/or transfer students with at least one college level science
course accepted in transfer or for day students who have already started this
sequence.
PHY 103 Conceptual Physics
or EED 495 Elementary Education
Physical Science (summer
school only; does not fulfill
general education requirement)
PHY 114 Earth Science for Elementary
Teachers
or EED 200 Elementary Education Earth
Science (summer school only;
does not fulfill general education requirement)
BIO 102 The Biological World
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers II (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for DAY students who do not
have college level science courses in their
background.
Natural Science I
Natural Science II
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 Topics: MN American Indians
(.5)
Foundations Block II (courses from this
point and on require admissions to the
department)
Elementary Education 159
EDC 310 Learning and Development
Methods Block I
EED 311 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children’s Literature
Methods Block II
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 The Learner with Special Needs
EDC 490 School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change — see Education
Department for most current list)
Communication Arts Specialty
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
COM 329 or 351 or 354 or 355
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literature/Reading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120, 121
or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 241
Human or Cultural Geography (take elsewhere — see Education Department for
suggestions)
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 122 Calculus for the Behavioral
Sciences
or MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 287 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
SCI 106 Meteorology
Geology (take elsewhere — see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.50 overall, 2.50
in the major, 2.00 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major requirements.
160 Elementary Education
A graduate-level elementary licensure
option is available through Weekend
College. Licensure is obtained through a
combination of graduate and undergraduate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department or Weekend and
Graduate Admissions for information.
SECONDARY EDUCATION—ESE/EDC
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication arts/literature, health,
mathematics, music, physical education,
physics, social studies, and grades 5-8 general science.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental requirements:
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
PROGRAM REQUIREMENTS.
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 Topics: Minnesota American
Indians (.5)
Foundations Block II (Courses from this
point and on require admission to the education department.)
EDC 310 Learning and Development
Methods Block I
ESE 300 Reading/Writing in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block II
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 The Learner with Special Needs
EDC 490 School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.03.0)
A minimum GPA of 2.50 overall, 2.50
in education, 2.50 in the teaching major,
and P in student teaching are required for
licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or
better.
Art, Music, and Physical Education
Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
Elementary Education 161
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
levels. Note: Recommendation for teacher
licensure in music is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
Students may no longer license in a
minor field of study.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Contact the Education Department or
WEC Admissions for information.
Art, music, and physical education
teacher education programs lead to licensure for grades K-12.
EDUCATION CORE COURSES - EDC.
EDC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EDC 200
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban
fieldwork experience required. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing)
EDC 206
Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide
an awareness and critical analysis of how prejudice, discrimination, and
stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview,
and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and Summer only)
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
EDC 211
Minnesota American Indians (.5)
An overview of cultural content, world view, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and
culture.
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.
162 Elementary Education
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EDC 410
The Learner with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience required.
(Prereq.: PPST and admission to department or special permission of instructor)
EDC 490
School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and
professional development. Serves as final theoretical preparation for student
teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST
and admission to department)
ELEMENTARY EDUCATION - EED.
EED 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern
inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 299
EED 311
See description on page 96.
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the
kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education
at the kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department)
Elementary Education 163
EED 330
K-6 Methods: Language Arts/Children’s Literature
Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty.
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: PPST and admission to depart-
ment)
EED 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST
and admission to department. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
164 Secondary Education
EED 495
Topics: Elementary Education Physical Science
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy. Taking the physical concepts
learned, students will develop demonstrations and lessons for K-5 classrooms.
Assessment is based on written assignments, a technology project, lessons/
demonstrations, and classroom participation. (Prereq.: PPST and admission to
department; Students must be Elementary Education majors — this course
does NOT meet the Science Lab graduation requirement. Summer only)
SECONDARY EDUCATION - ESE.
ESE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
ESE 299
ESE 300
See description on page 96.
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. (Prereq.:
PPST and admission to department. Note: Students seeking the 5-12
Communication Arts/Literature license do not need to take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
Secondary Education 165
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and curriculum development.
Also required for elementary concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Required for communication arts/literature license. (Prereq.: PPST and admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and curriculum development.
Required for communication arts/literature license. (Prereq.: PPST and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
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. Occurs upon satisfactory completion of licensure program and program
portfolio.
166
SPECIAL EDUCATION:
EMOTIONAL/BEHAVIORAL DISABILITIES
AND/OR SPECIAL EDUCATION:
LEARNING DISABILITIES—SPE
T
Required Education Courses for EBD:
he special education EBD and LD
majors are available only through Weekend
College; ideally, to people who are currently in schools working with students with
this label. These majors lead to Minnesota
teaching licensure in special education
with a specialty in emotional/behavioral
disabilities and/or learning disabilities.
Courses labeled SPE are to be taken during
the final year of coursework while students
are working in an EBD or LD setting.
Variations on this ideal are possible; see the
Education Department for more information.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 Minnesota American Indians
(.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children’s Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar (.5)
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 490 Parent and Professional
Planning
SPE 481, 483, 485, 487 Student Teaching
Summer Practicum
Required Education Courses for LD:
All courses for the EBD major, with the
exception of SPE 430, plus:
SPE 424 Etiology and Origins of
Learning Disabilities
SPE 434 Teaching Content Areas to
Students with Learning
Disabilities
Special Education 167
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a
final portfolio synthesizing your coursework and experience, and prepare for
student teaching. (Prereq.: PPST and admission to department)
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
SPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD).
This includes an in-depth look at the origin of learning disabilities, as well as
various theoretical models (sociological, biological, psychological, cognitive,
and behavioral) applied to understanding learning disabilities. The course will
also provide a critique of current philosophical positions in the field. Students
will also acquire knowledge related to accessing information relevant to the
field of learning disabilities. (Prereq.: PPST and admission to department)
SPE 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
168 Special Education
SPE 434
Teaching Content Areas to Students With Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as
having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in
these areas and the planning process involved. (Prereq.: PPST and admission
to department)
SPE 490
Parent and Professional Planning
This course examines the role of families of students with special needs,
specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized. This course along with SPE 315 meets the
Senior Keystone requirement in the core curriculum. (Prereq: ENL 111 or 112,
or HON 111, PPST and admission to department).
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context.
SPECIAL EDUCATION MINOR.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 The Learner with Special Needs
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
EDC 410
Choose one from the following:
PSY 250 Child Development
PSY 251 Adolescent and Young Adult
PSY 252 Aging and Adulthood
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Learner with Special Needs
(see EDC course descriptions)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
ENGINEERING
A
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser. Contact Jeff
Johnson, Physics Department,
612-330-1070.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of
Engineering (B.A./B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
169
year at Augsburg.
Bachelor of Arts/Master of
Engineering (B.A./M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A./B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
170 Engineering
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
DEGREE AND MAJOR REQUIREMENTS.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENL 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics II
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351, 352.
ENGLISH—ENL
T
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life’s
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
171
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Robert
Cowgill, Cass Dalglish, Suzanne Donksy,
Douglas Green, Joan Griffin, John
Harkness, Colin Irvine, Dan Jorgensen,
Dallas Liddle, James McCormick,
John Mitchell, Joe Moses, John Schmit,
Mzenga Wanyama, Cary Waterman, Susan
Williams
DEGREE AND MAJOR REQUIREMENTS.
Choosing a Concentration
The English Literature, Language, and
Theor y concentration provides students
various approaches to the life-enhancing
study of the written word and visual text.
Spotlight courses focus on specific authors,
genres, or themes, and provoke discovery
of new literary experiences. Courses in
African American, Native American, Asian
American, and post colonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English,
American, and World literatures are organized by historical periods and provide a
classically structured framework of study.
Courses in literary theory demand the
intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground
theoretical approaches to literature and
deeply examine race, class, and gender in
the consideration of their subject matter,
all of our courses infuse these concerns
into their engagement with primary works
of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in
dynamic and enjoyable literary examina-
172 English
tion, and are taught by professors who love
teaching and who love literature. Our
classes develop and demand the skills of
aesthetic receptivity, perceptive and critical
reading, open and clear speaking, and analytical and engaging writing — skills of the
educated and employable citizen.
The literature, language, and theory
concentration offers courses of study crosslisted with American Indian Studies, Art,
Communication Studies, Film, Theatre
Arts, and Women’s Studies.
The English Writing concentration is
for students who intend to develop professional skills in either Creative or Media
Writing. Over the course of their study,
students will master terminology; understand historical, legal, and ethical issues
relevant to the field; and study the works
of established writers and professionals.
The writing major emphasizes expanding
competencies in observation, research, and
analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will
understand the interdisciplinary demands
inherent in creative and media writing
(including issues of design) and will
enhance their appreciation of the aesthetic
possibilities inherent in the writing life.
Writing courses are taught by dedicated
professors who are practicing writers themselves.
The writing concentration offers
courses of study cross-listed with Art,
Communication Studies, and Theater Arts.
The Communication Ar ts/Literature
Teacher Licensure Major is for students
who seek to be licensed to teach in
Minnesota in Communication
Arts/Literature. Students are encouraged to
take courses toward their major during the
freshman and sophomore years, and to
apply for the education licensure program
no later than the spring of their junior year.
Students in both programs must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major. Should licensure not be possible, graduation can be
achieved through an English major, which
requires at least two additional, specific
courses, or through a Communication
Studies major.
MAJOR REQUIREMENTS.
English Literature, Language, and
Theory Concentration
The concentration requires nine
courses above ENL 111, or HON 111, or
ENL 112.
Students must take at least one 200level literature course as a prerequisite for
upper division courses in English, as well
as either ENL 220 or ENL 221. No more
than two 200-level literature courses may
count for the major.
Students must take at least three 300level courses, with one each in British
Literature, American Literature, and World
Literature.
Majors must take at least two 400-level
courses. Any 300-level course serves as a
prerequisite for the 400-level. One 400level course must fulfill the keystone
requirement.
Minor in English Literature, Language,
and Theory
Five courses above ENL 111, or HON
111, or ENL 112 are required. One course
must be ENL 220 or ENL 221; the remaining four must be literature, language and
theory courses, three of which must be
upper division courses.
English 173
English Writing Concentration
Minor in Writing
Students must take 10 or 11 courses
above ENL 111, or HON 111, or ENL 112,
including three Literature, Language, and
Theory courses. At least one of these must
be at the 300-level or higher.
A minor with an open emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112, including
at least one course from the 200-level and
two from the 300-level.
Creative Writing Emphasis
Two introductory writing courses at the
200-level:
ENL 226 (required) and either ENL 220 or
221.
And a 300 level writing sequence:
Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL
322 and 323).
And one elective from the following:
ENL 227; ENL 228; ENL 320 or ENL 322;
ENL 324; ENL/COM 328; ENL/THR 325;
an approved ACTC Creative Writing
Course; or an internship.
And ENL 420, the Keystone writing course.
An additional art class is required, either
Web Design I (ART 215) or Graphic
Design (ART 225).
Media Writing Emphasis
Media Ethics and Theory (ENL 390) must
be one of the language, literature, and
theory courses; and three introductory
courses:
ENL 227 (required), and a choice from
ENL 220, 221, 226, or 228;
And ENL 327 Quantitative Journalism;
And one elective from the following:
ENL 324; ENL/COM 328; ENL/THR 325;
an approved ACTC Writing/Reporting
Course; or an internship.
And ENL 420, the Keystone writing course.
Additional art classes are required: Web
Design I (ART 215) and Graphic Design
(ART 225).
A minor with a creative emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper
division creative writing courses, two of
which must be a 300 two-course writing
sequence.
A minor with a media emphasis
requires six courses above ENL 111, or
HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 390, one design
course, and three upper division media
writing courses.
Communication Arts/Literature
Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or
ENL 112
Major Requirements (eight courses in
English):
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
ENL 365 Contemporary Post Colonial
Fiction
ENL 380 Introduction to the English
Language
ENL 396 Internship in Teaching Writing
And three upper-division ENL Literature
courses, one each in British, American, and
World Literature.
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval).
174 English
Additional Courses (outside the English
Department):
COM 112 Contest Public Speaking
COM 343 Broadcast Production I
COM 352 Persuasion
COM 354 Interpersonal Communication
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351 5-12 Methods: Speaking and
Listening (.5 course)
ESE 352 5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching.
Contact an education department adviser
for information about education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; submit proposal to department
chair by early Oct. in senior year for
department approval. Submit and defend
paper before faculty committee. Honors
project may be an independent study program (refer to departmental guidelines).
OTHER REQUIREMENTS.
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills—such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences—are
required to enroll in Developmental Writing
(ENL 101) where they receive more individual instruction than is possible in
Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of 2.0 or higher
before enrolling in Effective Writing (ENL
111).
Note: Students should register for ENL
101 during the first semester of attendance
if possible. ENL 111, 112, or HON 111
should be completed, if possible, during
the first year.
Students in Developmental Writing
(ENL 101), Effective Writing (ENL 111),
HON 111, or ENL 112 can elect the traditional grading system or P/N grading in
consultation with their instructor up
through the last week of class (without
special permission/petition). Students who
choose to receive a traditional grade in
either course will receive a grade of N (one
time only) if their work is below a 2.0. A
student who repeats ENL 101 or 111 and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
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ENGLISH COURSES.
Ser vice Courses: The department offers these service courses for students as required by a
placement test. Note: First day attendance in all writing courses is mandatory for a student to
hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing
critical reviews. Attention is given to increasing students’ effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository
writing. Attention is given to choosing, organizing, and developing topics;
thinking critically; reading closely; and revising carefully for clarity and style.
The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL
111; placement is determined by a writing sample submitted by students upon
entry to the college. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in
ELL until the requirement is completed but can receive credit for only two
courses.
Literature, Language, and Theory Courses: The 200-level courses in the literature, language,
and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses
require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction,
and drama. Emphasis is placed on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment. Required for Communication
Arts/Literature Teacher Licensure Major. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
176 English
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
American Voices
American Literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different
collection of those voices. A specific minority literature, such as Hispanic
American Literature, Asian American Literature, or African American
Literature, is usually emphasized each term; sometimes the course explores
the writing of women or gay writers. Determine which version of the course is
being offered in any given section by checking the departmental web page, or
get a detailed course description in the English department. (Prereq or co-req.:
ENL 111, or HON 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature and the ways in which
literature reflects and illuminates American Indian culture and traditions. The
course emphasizes close readings of literature and public speaking skills
through in-class presentation and small group discussion. Course cross-lists
with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
Spotlight Courses — Offered Alternating Terms
ENL 260
The Author in Depth
A chance to investigate closely an author of significant influence in various
cultural contexts. Course subjects may include “Shakespeare on Page, Stage,
and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Rites of Thematic Passage
This course traces a specific theme through changing historical, literary, and
cultural contexts. Course subjects may include “The Heroic Journey,”
“Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111,
or HON 111, or ENL 112)
ENL 280
Literatures of Convention and Change
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course
subjects may include “History of Detective Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and
English 177
others. Check the departmental Web page for the title of a given section.
(Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects
may include “Cinema and Sexuality,” “Strategies in Reading the Novel,”
“Challenging the Gaze,” “Language and Society,” and others. Check the
departmental Web page for the title of a given section. (Prereq or co-req: ENL
111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by
employing techniques, terminology, and research methods of the discipline, resulting in effective
and substantive expository writing about the subject. Students must take ENL 220 or 221 (see
writing courses), or a 200-level literature course, or gain consent of the instructor as a prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances
— for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its
European contexts. Begins with the Reformation of the 14th century and
Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier;
utopian dreams and the literature of conquest; the writer as politician; and the
challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220
or 221, or a 200-level literature course, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries:
Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual and social influences of the major literary movements
on both sides of the Atlantic. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 334
British literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the
history and culture of late 18th- and early 19th-century Britain. The famous
“big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper,
Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or a 200-level literature
course, or consent of instructor.)
178 English
Eng 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century,
Britain was the leader of the 19th century. Students will study the literature
and culture of Queen Victoria’s England and her empire from the 1830s
through 1914 in all four major genres of poetry, fiction, drama, and essay.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and
19th centuries. The course spans 150 years of literary history, while studying
and critiquing the ways literary theorists and historians have explained and
theorized British fiction. Authors surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221, or a 200-level
literature course, or consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include
“Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,”
and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid
to their contribution to modernism, experimentation, and literary form.
Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H.
Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
American Literature
ENL 350
Readings in American Minority and Alternative Literatures
A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The
course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the
period. Many different genres — slave narratives, romances, tall tales, epic
poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
English 179
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich,
Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as
well as contemporary fiction writers represented by the Best American Short
Stories anthologies. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th
century as represented in the anthology Contemporary American Poetry.
Attention will be given to younger and/or less prominent poets represented in
the Best American Poetry series. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include
American Families, Blacks and Whites, and Sex and Self on the American
Stage. Readings range from O’Neill and Treadwell to Shanley and Parks.
(Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Virgil, Aeschylus, Sophocles, through Dante. Works are studied with reference
to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221, or
a 200-level literature course, or consent of instructor.)
180 English
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the
14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga,
romance, hagiography); the literature of courtly and profane love; and visions
of heaven and hell. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the renaissance to
the modern period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Prereq.: ENL 220 or 221, or a 200-level literature course,
or consent of instructor.)
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors
from Latin America, Africa, Asia, and the Middle East, and fiction written by
indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts.
Cross-listed with Women’s Studies. Required for Communication
Arts/Literature Teacher Licensure Major. (Prereq.: ENL 220 or 221, or a 200level literature course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures.
Emphasis on the conditions that have affected women’s writing (including race
and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the
Western literary heritage. This course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized
historically and/or thematically. Sample topics include Classical Theaters,
Spanish and Latin American Drama from the Renaissance to the Present,
Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course
or THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of
the moving image in the late 19th century through the emergence of film as
one of the most important popular art forms of the 20th century. Emphasis
will be placed on important international cinematic artistic movements, such
as Italian neo-realism and the French New Wave, on cultural contexts that
influenced the reception of film art, and on technological advancements that
English 181
altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of
instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Required for
the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or
221, or a 200-level literature course, or consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a
means of establishing, maintaining, or revoking power. They will also pay
attention to gender differences in the use of language and analyze ways in
which speakers and writers can both create and revise reality via the language
they use. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent
of instructor.)
ENL 390
Media Ethics and Theory
This course acquaints students with the concepts and functions of the news
media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized
information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Cross listed with Communication. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in
which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and
written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks.
Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221, or a 200-level literature course, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor ser ve as a prerequisite for the 400-level. One
400-level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers
Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black
and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor)
182 English
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this
course engages students in a variety of past and current critical theories.
Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and
the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her
place in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its
workshop format stresses style and organization, the process of revision, self
and peer evaluation, and the relationship between reading and writing.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective
Writing, but in this version students work on content related to subjects in the
world of art and literature. Particularly aimed at Art, Theatre Arts, and Film
majors. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering
business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print
media. Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for
broadcast and online media. Students use an intensive practice model to learn
the basics of newsgathering, writing, and production for television, radio, and
the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the
writing workshop environment. Throughout the term, students will also read
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classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction,
redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one
new work of short fiction during this workshop term. (Prereq.: ENL 320 or
review and acceptance by instructor of four story drafts written by the student
and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing
workshop environment. Students will learn to identify successful poetry as
they create their own poems; they will read published poetry and listen to new
and established poets reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
A writing workshop in which students will revise a body of poetry, redrafting
and polishing a collection of poems for inclusion in a portfolio of work.
Students will also be expected to create new work during this workshop term.
(Prereq.: ENL 322 or review and acceptance by instructor of a collection of
poetry written by the student and offered as work the student will refine in
Poetry Two.)
ENL 324
Creative Nonfiction
Designed for the self-motivated writer, the course emphasizes the conventions
of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre department chair. THR 250 or
ENL 226 recommended.)
ENL 327
Quantitative Journalism: Computer Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports
and news features. This course is designed for persons wishing to explore the
use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228)
ENL/COM 328 Screenwriting
An introductory course in writing for film, this course will take students from
story outline to the creation of a screenplay draft. In addition to writing their
own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221)
184 English
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
(Prereq.: Any 300-level writing course)
ENL 490
English Keystone
(.0 course)
Students seeking keystone credit must register for this no credit, P/N course,
along with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 299
ENL 396
Directed Study
On-Campus Internships
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101,
Developmental Writing. Interns prepare class presentations, assess student
writing, and learn methods useful in teaching composition.
ENL 399
ENL 499
Off-Campus Internships
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and
approved by the department. Independent study projects not designated for
honors must be approved by the Chair of the department.
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Modern Languages.
FRENCH
GERMAN
See listing under Modern Languages.
See listing under Modern Languages.
HEALTH AND PHYSICAL EDUCATION—HPE
V
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education, men’s and women’s intercollegiate
athletic programs, intramural programs for
men and women, and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.00 in all courses with an HPE
prefix applying to the major.
Health and Physical Education Faculty
Marilyn Florian (Chair), Jennifer Britz,
Lisa Broek, Carol Enke, Paul Grauer, Aaron
Griess, Frank Haege, Alvin Kloppen, Mike
Navarre, Joyce Pfaff, Jessica Phillips, Missy
Strauch, Eileen Kaese Uzarek
DEGREE AND MAJOR REQUIREMENTS.
■ HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues (Fall:
even years)
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor’s certification for CPR
and first aid.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
185
186 Health and Physical Education
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 110, 114, 115, 316, 320, 390,
450, BIO 103. (There is no health teaching
minor in Minnesota public schools.)
■ PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 324 K-6 PE Games and Activities
HPE 334 7-12 Sport Skills and Activities
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for the teacher licensure major.
Consult your faculty adviser for Augsburg
Core Curriculum requirements under the
Bachelor of Science option.
Minor
HPE 101, 115, 210, 223, 231, 232, 351.
(There is no PE teaching minor in
Minnesota public schools.)
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114
HPE 275
HPE 280
Health and Safety Education
Prevention and Care of
Athletic Injuries
Coaching Theory
(Fall, even years)
Health and Physical Education 187
HEALTH AND PHYSICAL EDUCATION COURSES.
■ HEALTH EDUCATION
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Prereq.: HPE 110. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of “standards” and
pedagogy for health education, curriculum, and assessment included. (Prereq.:
HPE 110. Fall)
HPE 356
Measurement and Assessment in HPE
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG III, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Prereq.: HPE 110. Spring)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPE 110.
Fall)
HPE 450
Current Health Issues (.5 course)
This course uses “critical thinking” skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall)
188 Health and Physical Education
■ PHYSICAL EDUCATION
HPE 001
Foundations of Fitness (.0 course)
This course is required of all Augsburg students. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and
how they contribute to personal lifelong health and well being. This course is
designed to not only provide knowledge but also to discuss and analyze ways
an individual can assess, monitor, motivate, and discipline him/herself to
maintain a lifestyle of fitness and wellness.
HPE 002, 003 Lifetime Activity (.0 course)
Lifetime Activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy, and rules of the activity. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and current trends in physical education, fitness, and sport.
(Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
HPE 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPE 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating selected games and
activities. (Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split fall/spring, even years)
Health and Physical Education 189
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the
muscular system. An analytic approach to the study of movement and how it
relates within the physical education field. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
HPE 356
Measurement and Assessment in HPE
Basic statistical procedures; the use of assessment and evaluation in health and
physical education programs. (Prereq.: MPG III, HPE 101 and either HPE 110
or HPE 210 and 220. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Prereq.: HPE 101 and 324. Fall)
HPE 368
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Prereq.: HPE 101 and 334. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HPE 299
Directed Study
See description on page 96.
HPE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HPE 499
Independent Study/Research
See description on page 96. Open only to junior or senior majors.
190
HISTORY—HIS
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: “No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community.”
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in many fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
Bill Green, Don Gustafson, Michael
Lansing
medieval, modern Europe, United States,
and non-Western.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00
overall; except in special instances, application before the end of the first term of
the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the
major in Medieval Studies. For more information, please refer to “Medieval Studies”
in this catalog.
OTHER REQUIREMENTS.
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses (including HIS 280 and
480). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
History 191
Prerequisites
Transfer Students
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Transfer students planning a major
must normally take at least three of their
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
HISTORY COURSES.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from
first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change,
the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States,
and internal as well as foreign conflicts in that nation’s early years.
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural,
and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the years in
which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system,
and economy, slavery, expansion, and empire-building, regional differences,
the Civil War and its aftermath, and industrialization.
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history.
The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture, the growth of a strong federal
192 History
government, the emergence of the United States as a world power, the creation
of a consumer society, the rise of identity politics, and the passing of American
hegemony.
HIS 150/350 Latin American History
This course examines the histories of Mexico, Central America, and the
Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin
American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions
shared with the United States. Special attention will be paid to independence
movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355 Cultural Conflict and Change in Latin America
Center for Global Education Course. See International Studies, Sustainable,
Development and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462 20th Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan,
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
History 193
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social and sexual status since the 19th century, with attention given
to social, racial and ethnic, and sexual differences among women.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 316
Environmental History
A chronological exploration of the interactions between Americans and the
nonhuman world. Topics include the commodification of nature, political
movements organized around nature, ways of knowing nature, environmental
justice, and the relationships between American culture and nature.
Additionally, students will use both primary sources and fieldwork to explore
the specific environmental history of an off-campus location.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China’s isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
194 History
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly
examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution
through the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, the emergence of the
United States as an economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modern legal system.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes
include the persistence of Native peoples, ethnicity, race, and gender in western daily and political life, the creation of an international borderlands, and
the ecological transformation of western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 215 in
International Studies.)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
History 195
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern
Germany, focusing on the question of Germany’s sonderweg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for
Global Education. Cross-listed with Women’s Studies.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander’s Empire, the Hellenistic kingdoms, and the rise of Rome as the
world’s greatest power, emphasizing personalities, the arts, and Rome’s contributions in law and the political process.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300
to 1350 AD, and uses a variety of written and visual sources in an attempt to
understand medieval society. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to “take back” the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
196 History
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. This
course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered
Fall and Spring terms.)
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HIS 299
Directed Study
See description on page 96. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
HIS 499
Independent Study/Research
See description on page 96. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.50 GPA in history)
HONORS PROGRAM—HON
T
he Augsburg Honors Program offers
an adventurous education where exceptional students with a passion for ideas can
be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to create their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program Director.
Honors Program Recognition
Students who finish the Honors
Program requirements satisfy all general
education requirements, except those for
physical education and foreign language.
Honors students also receive special
transcript notation, special graduation
recognition, resumé building positions,
and special access to academic advising
and career options.
Honors Admissions Requirements and
Academic Scholarships
Students with a demonstrated record of
achievement are eligible to enter the
Augsburg Honors Program. Prospective
students may demonstrate achievement in
a variety of ways. Most students who are
admitted have a composite ACT score of
27 or higher (or a combined SAT score or
1250 or higher), and a high school G.P.A.
of 3.50 or higher. However, students without these numeric requirements may be
eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged
to apply. To apply, students should fill out
the online application located at
<www.augsburg/honors.edu>.
Students applying for the Honors
Program also automatically apply for the
College’s highest academic-based scholarships, the President’s, Regents’, and
Harwick/Agre Scholarships.
Qualifying Advanced Placement,
International Baccalaureate, and PostSecondary Option courses may satisfy
Honors Program requirements, and/or be
granted college credit. Contact Academic
Advising or the Honors Director for further
information.
Students may enter the Honors
Program at three points: first semester of
first year, second semester of first year, or
first semester of sophomore year. Students
who enter during the second semester of
the first year must fulfill all remaining
Honors requirements, may substitute REL
100 for HON 100, and may be excused
from taking HON 120. Students who enter
the first semester of the sophomore year
must fulfill remaining Honors requirements, and may substitute REL 100 for
HON 100, may substitute two non-Honors
Humanities liberal arts foundation courses
197
198 Honors Program
for HON 130, may substitute ENL 111 for
HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced
Transfer Students
Students with more than 16 credits in
transfer work may enter the Scholars
Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all
Honors Program activities. In order to
graduate with the Scholars Program transcript designation, student must: join an
Honors House and participate in required
meetings, maintain an overall GPA of 3.50
or higher, and take: HON 340, HON 480
and any two other Honors courses.
Honors Co-Curricular Activities
The Pike Stewards House coordinates
public relations, job placement, and fund
raising opportunities for all Honors students. Pike House also organizes events for
alumni and fund raising.
The Grif fin Citizens House coordinates recruiting, social activities, admission
and scholarship applications, and the
Honors website opportunities for all
Honors students. Griffin House also organizes events for recruiting and socializing,
such as banquets, parties, and high school
recruiting trips.
The Hesser Ser vants House coordinates service learning, social justice, experiential learning, and political activity
opportunities for all Honors students.
Hesser House also organizes related events,
such as honors service days and Augsburg
experiences.
Honors Houses: all Honors students
must belong to an Honors House for the
purpose of receiving academic advising
and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their
House. These meetings are necessary for
advising, information, and governance.
When students enter the Honors Program
they choose to join one of the four Honors
Houses:
Augsburg Review: students manage,
edit, write, and publish an interdisciplinary
journal of undergraduate scholarship. The
Review accepts submissions from students
at Augsburg and other colleges and universities around the nation.
The Crockett Scholars House coordinates scholarship, research, fellowship,
major award or prize opportunities, and
graduate school placement for all Honors
students. Crockett House also organizes
events related to scholarship such as
College scholarship events and high school
research fairs.
Student House Presidents, Debate
Captains, and Student Councils: students elected to leadership within their
Honors House may serve as House
Presidents or Debate Captains. The House
Presidents sit on the Honors Student
Presidents Council and make critical decisions about program courses and
resources. House Debate Captains organize
the Inter-House Disputations and judge
disputes among the Honors Houses.
Honors Disputation League: students organize, coach, research, write, and
rehearse as teams which then compete in
intramural debate tournaments held four
times each year.
Honors Program 199
Student-Created Learning Experiences
(SCLE)
Honors student may learn through
established courses or through studentcreated learning experiences. These student created experiences may substitute for
any Honors curricular requirement, or may
simply enrich their education. Such student-created experiences may count
toward requirements in majors and satisfy
Honors requirements at the same time, or
simply be an elective.
Student-created learning experiences
may take any form. Some possible forms
include:
• Student Created Courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination
(individual study)
• Student/Faculty Research (may be one or
many students)
Process: a student-created learning
experience may be proposed by any
Honors student or by any Augsburg faculty
or staff person. The interested student
should speak with either an Honors
Council Member or the Honors Program
Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the
proposal should be submitted by the student to the Honors Program Director who
will carry the proposal to the Honors
Council for review.
Timeline: Proposals for Fall Semester
must be submitted by March 1 of the preceding academic year, and proposals for
Spring Semester must be submitted by
October 1 of the current academic year.
Honors Established Curriculum
These requirements are normally taken
in the order listed below, but can be taken
out of order if schedule conflicts require it.
HON 005 is required each term.
First Year
Fall
• First-Year Students select Honors House
membership.
• First-Year Students not permitted to join
Augsburg Review or Honors Disputation
League.
• HON 100 Search for Meaning &
Christian Vocation
• HON 120 Scholar Citizen (includes
theatre lab, critical thinking skill)
S pr i n g
• HON 130 Liberating Letters (humanities
LAF & speaking skill)
• HON 111 Effective Writing (or ENL 220
or 221 as determined by advanced placement or transfer)
Second Year
Fall
• Students invited to join HON 450
Augsburg Review and HON 460 Honors
Disputation League
• HON 220: Scholar Scientist, OR students
with two math courses replace with
HON 365 (one natural sciences and
mathematics LAF and quantitative reasoning skill)
S pr i n g
• HON 240: Science, Technology and
Citizenship, OR students with two lab
science courses replace with HON 365
(one natural sciences and mathematics
lab LAF)
Note: Math courses and lab courses
may be taken during this term. Students
with two math courses and two lab courses
only take HON 365 to replace both HON
220 and 240.
200 Honors Program
Thir d Year
• HON 480 Research Seminar
Fall
• Students invited to join HON 450
Augsburg Review and HON 460 Honors
Disputation League
• HON 250: Social Scientist (social and
behavioral sciences LAF)
• HON 340: Junior Colloquium (President
or Dean teaches. P/N, no credit, meets
twice each semester for 90 minutes)
S pr i n g
• HON 480 Research Seminar
• HON 490: Honors Vocation Keystone
S pr i n g
• HON 230: Arts and the City (fine arts
LAF)
• HON 340: Junior Colloquium (same as
Fall semester)
Fourth Year
Fall
• Students may join HON 450 Augsburg
Review and HON 460 Honors
Disputation League in their fourth year,
but may not fulfill the research requirement if joining for the first time.
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical
education.
• Students past first year may take courses
out of the recommended sequence without permission.
• Residency: All Honors Students must
complete seven full-credit courses in the
Augsburg Honors Program to meet the
Honors residency requirement for graduation.
HONORS COURSES.
HON 005
Honors Activities Forum
Honors students must register for this course each term to schedule time for
Honors activities to meet. (0.0 credit, P/N only, exceptions made for scheduling conflicts.)
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may
need to defer the course and take HON 100 in another term.
HON 120
The Scholar Citizen
An introduction to the Honors Program. Course content focuses on “great”
(and significant) primary texts focusing on the connections between learning
and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on
the medieval liberal arts trivium (grammar, rhetoric, logic). (includes lab)
HON 130
The Liberating Letters: The Humanist Tradition
Problem-based or question-based interdisciplinary humanities course.
Emphasizes public uses of knowledge; uses resources of Cities.
Honors Program 201
HON 111
Honors Introduction to Effective Writing
Linked with HON 130, this effective writing course employs a rhetoric-based
and argument focused approach to writing.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy,
music), this course addresses systems of quantitative thought, including logic,
computing, formal systems. Fulfills graduation QR requirement. Students who
have taken two mathematics courses (MAT 145 or higher), at least one of
which is taken at Augsburg, may replace with HON 365, Philosophy of
Science.
HON 230
Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries,
concerts, plays, and other significant arts events.
HON 240
Science, Technology, and Citizenship
Multi-disciplinary/interdisciplinary lab science course. Students who have
taken two lab science courses, at least one of which is taken at Augsburg, may
replace with HON 365, Philosophy of Science.
HON 250
The Social Scientist
Problem-based/question-based course in social sciences involving at least two
social science disciplines and several faculty. Makes substantial use of the
resources of the Twin Cities.
Travel Seminar
May include a Center for Global Education 10-day seminar, other international travel, or
domestic immersion trip.
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the Dean and/or President of the College, this is similar to the
Frame of Mind series. Meets twice each semester. (P/N; non-credit program
requirement — year long course — fall and spring terms)
HON 380
Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as
determined by the student and faculty creating the learning experience (may
be .5 or credit, may be traditional or P/N).
202 Honors Program
HON 450
Augsburg Review: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the Augsburg Review (two .5 credits across
two semesters totaling one course credit, P/N only).
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving in the Disputation League (two .5 credits across
two semesters totaling one course credit, P/N only).
HON 470
Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the student/faculty research collaboration
(two .5 credits across two semesters totaling 1 course credit, P/N only).
HON 480
Research Seminar: The Emerging Scholar
Research seminar for students in multiple disciplines. Students complete a
substantial research project.
HON 490
Honors Keystone: Christian Vocation
This advanced Honors version of REL 200, designed for students who have
completed four years of the Honors curriculum, and designed to meet keystone requirements. This course integrates and synthesizes the themes from all
four years of the Honors program.
INTERDISCIPLINARY STUDIES—INS
I
nterdisciplinary studies programs draw
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study. Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
American Indian Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
Interdisciplinary Studies 203
LEADERSHIP STUDIES MINOR.
Coordinator
Norma Noonan
The world of the 21st century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
BUS 242
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
COM 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242 or 200)
HIS 122 20th-Century United States
INS 325 Building Working Relationships
(WEC/Day)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
COM 321 Business and Professional
Speaking
COM 355 Small Group Communication
(no prereq.)
COM 410 The Self and the Organization
(WEC)
MIDDLE EAST STUDIES MINOR.
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (two
courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
PEACE AND GLOBAL STUDIES MINOR.
See International Relations, page 205.
204 Interdisciplinary Studies
INTERDISCIPLINARY COURSES.
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INTERNATIONAL RELATIONS 205
I
nternational Relations is an interdisciplinary major which provides students
with the basis for informed global citizenship, preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill-Cady
DEGREE AND MAJOR REQUIREMENTS.
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modern World
or HIS 104 The Modern Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modern language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 368, 465
ECO 317, 360, 365
HIS 323, 346, 348, 350, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 382, 459
REL 356, 420
SOC 241
COM 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modern Languages)
SWK 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as
a fourth term or higher of college work in
a second foreign language.
206 International Relations
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
International Relations Major with
International Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall.
In addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modern
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor
focuses on the centrality of justice, tolerance and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, INS/WST
311, POL/WST 341, REL 313, POL/WST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations Program Director for full program description.
INTERNATIONAL STUDIES
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College’s strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, general education,
and graduation requirements when
approved by the appropriate program
directors and faculty before departure. An
approved study abroad will also fulfill the
Augsburg Experience.
Students in good academic and disciplinary standing (a minimum GPA of 2.50) at
Augsburg may apply to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
short term programs also provide a number of educational opportunities. Students
interested in these or other external offcampus study experiences should contact
the study abroad adviser. Please contact the
study abroad adviser in the Office of
International Programs for a list of program deadlines. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
■ THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
live in the midst of the society they are
studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays,
regional travel, community-based living,
and opportunities for volunteer work and
internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact the semester programs abroad office.
■ INTERNATIONAL PARTNERS
The International Partners program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Norway and Germany.
Under these agreements International
Partner students from abroad receive part
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
207
208 International Studies
Study abroad through International
Partners emphasizes business, education,
and social work, but offers training in
more than a dozen other fields as well. All
coursework is in English. The study program may be for one year, one semester, or
a summer session. Participation may be on
an individual basis or as part of a student
group. For further information contact the
International Partners office.
impact of social change, civic engagement,
and cross-cultural factors on the human
community. HECUA programs include
intense language experience and field
study. The cost is similar to full tuition,
room, and board for one semester on campus, plus airfare.
■ THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
Augsburg, in consortium with other
colleges and universities, offers full-semester programs through HECUA in Norway,
Bangladesh, Ecuador, and Northern
Ireland. All programs emphasize the
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
CENTER FOR GLOBAL. EDUCATION COURSES.
■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(MEXICO)—FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change. The program begins with a
one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
approximately six weeks, and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359, REL/WST 366, and at least one
Spanish course. In addition, they may choose between taking a second Spanish course or
completing an internship or field research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
International Studies 209
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POL/WST 359
Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women’s organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
210 International Studies
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
HIS/INS/POL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)—SPRING
This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students will examine the ethics of land distribution, environmental racism, ecofeminism,
social change, and the complexity of gender, class, race, and ethnicity in Latin America.
Credit is available in Spanish, history, political science, religion, and women’s studies.
Internships and independent studies are also available. The program includes a two-week
seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend
approximately six weeks in Augsburg housing, and six weeks living with Mexican host
families.
All students will be expected to take the following three courses: a Spanish course,
HIS/WST 355, and POL/WST 341 or REL/WST 313. For their fourth course, they may
choose between taking a second Spanish course or completing an internship or field
research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
International Studies 211
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
HIS/WST 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in Mexican and Central American
history. Focuses on the development of gender, class-based, and racial/ethnic
oppression and the history of resistance and social change in Latin America
from the Conquest to the present day.
POL 341/WST 341 Environmental Politics
Explores environmental politics in Latin America from pre-Columbian times
to the present. Applies a gender perspective to analyze environmental issues
and examines political and economic policies that promote and/or hinder sustainable development.
212 International Studies
REL/WST 313 Environmental Theology and Ethics
Explores different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
HIS/INS/POL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING
This program was created to satisfy the curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
or its equivalent. (Students may choose to study Spanish in Mexico during the month of
January, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
International Studies 213
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students’ knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
214 International Studies
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA,
EL SALVADOR, NICARAGUA)—FALL OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following four courses:
1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) ECO 495.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
International Studies 215
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 311 or equivalent.)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.
POL 459
Topics in Comparative Politics: Citizen Participation in Policy
Formulation within a Globalized Economy — A Nicaraguan Case
Study
This course exposes students to key debates shaping contemporary political
economy of development in Nicaragua and the rest of Central America. The
course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people repre-
216 International Studies
senting a variety of religious perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
HIS 327
Racism and Resistance in Southern Africa and the United States:
Struggles Against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance the successes and limitations
of political victories over apartheid and racism and the lingering economic,
social, political, and psychological effects of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
HECUA COURSES.
■
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The curriculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union and broader global politics. Students have the option of Norwegian language study or an independent study project.
INS 372
Norwegian Language
INS 377
Scandinavia in the World
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
INS 394
Urbanization and Sustainable Development in Scandinavia
INS 499
Independent Study (Students may choose either INS 372 or 499)
International Studies 217
■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND
SPRING
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life
and culture. Models of community participation, organization, development, and social
change are compared and contrasted. Students learn first-hand about the social problems
in Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH
— SPRING
The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field
study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement
plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s
development is at the core of the program, as is hands-on experience through internship
and independent study.
INS 307
Culture, Language, and Religion in Bangladesh (1.5 credits)
INS 313
Sustainable Development in Bangladesh
INS 399
Internship
(1.0 credit)
and
INS 397 Internship
(.5 credit)
(total 1.5 credits)
Or
INS 499
Independent Study/Research
(1.0 credit)
and
INS 497
Independent Study/Research
(.5 credit)
(total 1.5 credits)
218 International Studies
■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace and the
progress being made. Through a seven-week internship, students get hands-on experience
with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO
Centre at the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
MANAGEMENT INFORMATION SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MATHEMATICS—MAT
M
athematics is the study of structure and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg’s urban
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
219
Mathematics Faculty
Matthew Haines (Chair), Tracy
Bibelnieks, Suzanne Dorée, Rebekah
Dupont, Kenneth Kaminsky, Jody Sorensen
DEGREE AND MAJOR REQUIREMENTS.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
CSC 160
Introduction to Computer
Science and Communications
Two supporting courses from the following
list or substitutes with departmental
approval: CSC 170, CSC 320, ECO 112 or
ECO 113 (not both), ECO 318, ESE 330,
FIN 331, MAT 163 or MAT 173 (not both),
PHY 121, PHY 122.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Depending on the choice of electives, up to
two additional communication skills
courses (one in writing, one in speaking)
may also be required.
220 Mathematics
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with Mathematics
Major except that the two MAT electives
and two supporting courses must be chosen from a focus area approved by the
department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355, 374, or 377; ECO 112 or
113; MAT 173, ECO 318, or FIN 331.
Computational Mathematics: Two of MAT
355, 377, or approved 395; CSC 170; CSC
320.
Physical Sciences: Two of MAT 247, 327,
or 355; PHY 121-122.
Teaching Mathematics: MAT 252; MAT
287; MAT 314; ESE 330.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as: MAT
252 Exploring Geometry, MAT 287 History
of Mathematics, MAT 314 Abstract
Algebra, and ESE 330 5-12 Methods:
Mathematics. At the time of publication,
the mathematics requirements for a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I or MAT
122 Calculus for the Behavioral and Social
Sciences; MAT 163 Introductory Statistics;
MAT 252 Exploring Geometry; MAT 271
Discrete Mathematical Structures; and
MAT 287 History of Mathematics.
Elementary Education majors seeking middle school mathematics licensure are
strongly encouraged to consult with a
mathematics department advisor before
enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered
above 200, 3.00 overall GPA, an honors
project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
At least one MAT course numbered above
250 must be taken at Augsburg.
Mathematics 221
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
OTHER REQUIREMENTS.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
Math Placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar’s office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the
Mathematics Department. All other students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.00 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.00 or higher advances student to MPG 4. (Prereq.:
MPG 3)
222 Mathematics
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 123
Mathematics Sampler
An examination of intriguing mathematical ideas including geometrical and
numerical patterns, and axiom systems such as set theory, non-Euclidean
geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for
MAT 137; MAT 137 or MPG 4 for MAT 138)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3)
Mathematics 223
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and
MPG 4. Also recommended: CSC 160)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq. : MAT 145 or MAT 122
and MPG 4)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting. (Prereq.: ENL 111 or 112 or HON 111, MAT 271. Also
recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT course
numbered 300 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor)
224 Mathematics
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, chaotic dynamical systems, combinatorics, graph theory,
topology, or foundations of mathematics. (Prereq: at least two MAT courses
numbered above 200 and consent of instructor. For 495, an additional upper
division MAT course depending on the particular topic may also be required)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study courses:
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing) See also description on page 95.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 96.
MEDIEVAL STUDIES
T
he objective of Medieval Studies is to
introduce students to the culture of the
Middle Ages — its diverse history and
beliefs, its arts and literature — and to the
disciplinary and interdisciplinary skills
necessary for its serious study.
The major in Medieval Studies fulfills
the original (medieval) ideal of a liberal
arts education. Since the study of the liberal arts was developed in the Middle Ages,
students majoring in Medieval Studies find
a model context for the pursuit of a liberal
arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies
prepares students for life beyond college.
Because of its emphasis on precise reading
and analysis of texts, careful writing, and
spirited discussion, the major in Medieval
Studies offers a solid foundation for graduate or professional study, as well as
employment opportunities that require
abilities in communication, critical and
abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program
Coordinator), Kristin M. Anderson (Art),
Mark L. Fuehrer (Philosophy), Douglas E.
Green (English), Joan L. Griffin (English),
Martha B. Johnson (Theatre Arts), Merilee
I. Klemp (Music), Philip A. Quanbeck II
(Religion), Bruce R. Reichenbach
(Philosophy), Mark D. Tranvik (Religion)
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses, including:
Four (4) core requirements:
HUM 120 Medieval Connections
HIS 369 Early and Middle Ages
HIS 370 Late Middle Ages
HUM 499 Keystone, Medieval Studies
Project
One (1) of the following literature courses:
ENL 330 Shakespeare
ENL 332 Renaissance and Reformation
ENL 360 The Medieval World
ENL 361 The Classical Tradition
One (1) of the following religion or philosophy courses:
HIS 372 Medieval Church
PHI 242 Medieval and Renaissance
Philosophy
REL 361 Church in the First Four
Centuries
REL 362 Theology of the Reformers
One (1) of the following history of arts
courses:
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
MUS 231 History and Literature of Music I
THR 361 Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374 Medieval Crusades
HIS 440 Monks and Heretics
POL 380 Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may
be taken as electives.
Minor
Five courses including HUM 120. The
remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of
arts).
225
226 Medieval Studies
OTHER REQUIREMENTS.
Language Requirement
Students must take one year of collegelevel Latin or other medieval language
approved by their adviser, which will fulfill
the Modern Languages Graduation Skills
requirement.
Quantitative Reasoning (QR) Skills
Fulfilled outside the major.
Augsburg Experience
As with all majors, an Augsburg
Experience is required for graduation. For
the Medieval Studies major this might
include study abroad, or internships at the
University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance
Festival. Prior approval of advisor is
required for all Augsburg Experiences
related to Medieval Studies.
COURSES.
HUM 120
Medieval Life in 12th-century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, please refer to the specific departments elsewhere in the catalog.
METRO-URBAN STUDIES—INS
M
etro-Urban studies is a multidisciplinary major and minor taught by faculty
in sociology, economics, history, political
science, social work, art, and other related
disciplines. Metro-Urban studies is designed
to blend classroom, theory, field studies, and
internships that focus the content of liberal
learning on the metropolitan community
and the process of urbanization.
Metro-Urban studies and general education’s Engaging Minneapolis introduce
students to the wide variety of developing
careers related to urban and metropolitan
affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan
community. The Metro-Urban studies
major and minor also provide undergraduate preparation for postgraduate studies in
planning, architecture, law, public administration, environmental studies, social welfare, government, community organization,
and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College’s
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, Keith Gilsdorf,
Stella Hofrenning (ECO), Michael Lansing
(HIS), Lars Christiansen, Nancy Fischer
(SOC), Michael Shock (SWK), Kristin
Anderson (ART)
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses including:
ECO 113 Principles of Microeconomics
POL 122 Metropolitan Complex
SOC 111 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 Political/Statistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
SOC 381, taken in conjunction with INS
399, fulfills the Keystone requirement.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Minor
POL 122, SOC 111, HIS 225/249/349,
SOC 381 and one of the following: ECO
110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
227
228 Metro-Urban Studies
METRO-URBAN STUDIES COURSES.
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
INS 299
Directed Study
See description on page 96. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
Independent Study/Research
See description on page 96. (Prereq.: POL 484 or SOC 363)
■ URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
URBAN STUDIES COURSES.
■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING
This Semester in the Cities program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
Metro-Urban Studies 229
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 95.
■ II. CITY ARTS—SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 95.
■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC
POLICY — FALL
Focuses on the social, scientific, ecological, and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions of Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship (2 course credits)
■ IV. SEE HECUA UNDER INTERNATIONAL STUDIES
230
MODERN LANGUAGES
T
he Department of Modern Languages
at Augsburg College contributes in many
ways to realizing the College’s mission of
providing liberal arts education for service
in today’s world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modern languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College’s affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modern languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Modern Languages Faculty
Mary Kingsley (Chair), Molly Enz, Pary
Pezechkian-Weinberg, Susana Sandmann,
Frankie Shackelford, Donald Steinmetz
DEGREE AND MAJOR REQUIREMENTS.
Major
The major consists of nine courses
above 211 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature, and three electives (from any of
the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 211 (Norwegian only: 211 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
OTHER REQUIREMENTS.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.50 GPA in the major,
3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Modern Languages 231
Study Abroad
Teaching Licensure
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Since spring term 2001, Augsburg
College no longer offers a licensure program in modern languages.
MODERN LANGUAGES COURSES.
■ AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
■ CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
FRE 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
232 Modern Languages
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modern period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
FRE 299
Directed Study
See description on page 96.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
FRE 499
Independent Study/Research
See description on page 96.
Modern Languages 233
■ GERMAN (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture, and participation
in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional
sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
GER 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
GER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
234 Modern Languages
GER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modern age. (Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
GER 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
GER 299
Directed Study
See description on page 96.
GER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
GER 499
Independent Study/Research
See description on page 96.
■ JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
Modern Languages 235
NOR 295
NOR 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NOR 299
Directed Study
See description on page 96.
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NOR 499
Independent Study/Research
See description on page 96.
236 Modern Languages
■ OJIBWE (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction. (Fall:
111; Spring: 112, Prereq.: 111)
■ SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
SPA 311
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Modern Languages 237
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SPA 299
Directed Study
See description on page 96.
SPA 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SPA 499
Independent Study/Research
See description on page 96.
238
MUSIC—MUS
T
he Music Department at Augsburg
College offers professional music training
in the context of a liberal arts curriculum
through three music degree programs and
five majors. It also offers a variety of music
courses and ensemble experiences that are
available to non-music majors and courses
that meet Augsburg’s Liberal Arts
Foundation requirements.
Augsburg’s location in the heart of a
major artistic center makes it an ideal place
to study music, and the music faculty seek
and encourage opportunities that connect
the campus and the greater arts communities. These opportunities allow students to
explore the links between theory and
applied knowledge and may take many
forms, including internships; community
performances; music therapy practica;
community-based learning projects;
required off-campus performance and concert attendance assignments; or travel and
study within and outside the United States.
The music department is an institutional member of the National Association of
Schools of Music (NASM) and the
American Music Therapy Association
(AMTA).
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Douglas
Diamond, Stephen Gabrielsen, Peter
Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Fred Bretschger, Anthony Cox,
Marv Dahlgren, Bridget Doak, Susan
Druck, Lynn Erickson, Dan Fretland, Janet
Fried, Jennifer Gerth, Bradley Greenwald,
Nancy Grundahl, Megan Holroyd, Mary
Horozaniecki, Jim Jacobson, Kathy
Kienzle, Rena Kraut, Caroline Lemen,
Steve Lund, Laurie Merz, Vladan
Milenkovic, Rick Penning, Nicholas Raths,
Andrea Stern, Sonja Thompson, Shannon
Wettstein, Angela Wyatt
Fine Arts Manager
Randall Davidson
Fine Arts Coordinator
Cathy Anderson
Fine Arts Facilities Manager
Karen Mulhausen
DEGREES/MAJORS.
Bachelor of Arts
Music Major
Music Major/Music Business
Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate
degree the preparation necessary to meet
the AMTA requirements for becoming a
certified music therapist.
Music 239
Music Minor
Music
Music business
**All music majors and music
minors** must choose and apply to a
degree program by the end of their fourth
semester of study. Degree and GPA requirements and applications are in the Music
Department Student Handbook. Transfer
students should meet with a music degree
adviser as soon as possible after enrolling
at Augsburg.
DEGREE AND MAJOR.
REQUIREMENTS.
Music Core Curriculum
MUS 101
MUS 111
MUS 102
MUS 112
MUS 201
MUS 211
MUS 202
MUS 212
MUS 231
Materials of Music I
Aural Skills I
Materials of Music II
Aural Skills II
Materials of Music III
Aural Skills III
Form and Analysis
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music II
MUP 1xx-4xx Performance Studies
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145: Chamber Music
One to four semester(s) on the major
instrument in accordance with degree
requirement
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large
Ensemble
Four to eight semesters in accordance with
degree requirement
Piano Proficiency Test (see Music
Department Handbook)
Music Repertoire Tests (see Music
Department Handbook)
■ BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many music
related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core curriculum and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One (1.0) credit of approved courses outlined in the Music Department Student
Handbook.
One (1.0) credit of upper division music
courses.
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142or 143 or
144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
240 Music
Music Business Major
The music business major prepares students to enter today’s music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
for careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
business student the opportunity to pursue
music business studies. The music business major has two tracks: the Bachelor of
A r t s i n M u s i c w i t h M u s i c B u s i n e ss
Concentration (designed for the performing artist) and the Bachelor of Arts in
Bu s i n e s s A dmi n i s t r a t i o n w i t h
Specialization in Music Business
(designed for the music/business student).
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business
Concentration
Requirements:
Music core curriculum and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
MUS 458 Senior Recital
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or
144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
B.A. in Business Administration with
Specialization in Music Business
Requirements:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — OR — 2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Music 241
Note: All business majors are encouraged to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUS 232 History and Literature of
Music II
One (1.0) credit of additional music
courses
MUE 111 or 112 or 114 or121 &
MUP 1xx-2xx Performance Studies (.25
credit)
Four consecutive semesters in a major
Augsburg ensemble concurrent with four
quarter courses of performance studies on
the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today’s
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
MUS/BUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
■ BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocal/general or instrumental/general
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.50 in all music courses is necessary for the music education licensure program.
242 Music
F a c u l t y A d v i s e r s:
Robert Stacke-Instrumental
Peter Hendrickson-Vocal
Requirements
Music core curriculum and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student
Teaching
MUS 359 Music Methods: Choral/Vocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342 Choral Conducting (.5 credit)
MUS 129 Improvisation (0.0 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344 Instrumental Conducting
(.5 credit)
MUS 129 Improvisation (0.0 credit) two
semesters, or
MUS 129 one semester and
MUS 143 one semester
Music elective (1.0 credit)
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the
major instrument/voice (first year)
MUP 2xx-4xx Performance Studies
(.5 credit)
Six semesters of hour lessons in the major
instrument/voice (second, third, fourth
year)
A Music Education major whose major
instrument is piano, organ, or guitar is
required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds
and percussion, Band; strings, Orchestra;
voice, Choir). You must participate in the
ensemble for which you want to teach.
(total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145
Two semesters in a chamber music course
on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all
music courses and in the major instrument/voice
Music 243
■ BACHELOR OF MUSIC
Music Performance Major
A focused classical training program
designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and
studio teaching, professional performance
opportunities, auditions, and graduate
school. Acceptance to the program is by
application and audition (see Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core Curriculum and:
MUP 1xx Performance Studies
Two semesters of half hour lessons (0.25
credit) in major instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5
credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145
Chamber Music courses (0.0 credit).
At least four semesters playing major
instrument (see Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Ensembles: eight semesters OR for
guitarists, harpists and pianists: four
semesters of large ensemble and four additional semesters of chamber music or other
assignment in consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
Elective (1.0 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music
Theater and/or MUS 394 Opera, Opera.
Keyboard Majors:
MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
Elective (1.0 credit)
Instrumentalists:
MUS356 MusicMethods:
Brass/Percussion (0.5 credit); or
MUS 357 Music Methods: Woodwinds
(0.5 credit); or
MUS 355 Music Methods: Strings
(0.5 credit)
Electives (1.5 credit)
■ BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a four-and-one-half-year degree
program, which includes a full-time (six
months or 1,040 hours) internship in a
clinical facility approved by the American
Music Therapy Association (AMTA). This
course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core curriculum and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274, 275 Music Therapy Practicums
MUS 372, 375 Psychological Foundation
of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
244 Music
MUS 474, 475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods II:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design
Procedure, and Analysis I
MUP 1xx-4xx Performance Studies (.25
credit)
Eight semesters of half hour lessons in the
major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Therapy Equivalency/
Certification Program
The music therapy equivalency program is available to students who already
have a bachelor’s degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student’s degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
• submit an application for admission during the first semester of residency at
Augsburg
• submit a copy of a current academic
transcript and transferred credits with
the application
• submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
• complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student’s performance at his or her first jury.
Music 245
Departmental Honors
Students may apply for departmental
honors by submitting an honors project
proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should
include a transcript showing a cumulative
GPA of 3.00 or higher in music courses,
and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly
outline a project that goes well beyond
required coursework, and could include
but is not limited to one of the following:
defending a senior thesis, presenting an
additional recital, composing a substantial
piece(s), conducting a program, presenting
a research paper, or some combination of
any of the above.
• B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
• B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
• B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
■ EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Registration in performance
studies in the major instrument/voice is
required during the semester in which a
degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail basis.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other non-degree
student recitals may be considered for
departmental sponsorship. All music
degree recitals must meet the academic
guidelines set forth in this catalog.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
246 Music
MUSIC COURSES.
Many music courses are offered alternate years. Consult the registrar’s website
<www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each
term.
■ THEORY AND MUSICIANSHIP
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.00)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
Music 247
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm and form.
Serialism, exoticism, indeterminacy, electronic minimalism, special effects.
Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or
permission from instructor)
■ HISTORY AND LITERATURE
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles
and instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying
music in its historical and cultural contexts as well as basic knowledge of
repertory. (Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Each course in the MUS 331-334 sequence (Baroque, Classical, Romantic, Contemporary) offers a
detailed investigation of the music of each era focusing on its cultural, historical, and musical significance. In addition to incorporating performance/performance practice and attendance at designated
Twin Cities concerts, the course satisfies the “writing in the major” skills component with the preparation of a major research paper.
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
248 Music
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254 or permission from instructor)
MUS 436
Piano Repertoire (.5 course)
A study of piano literature from the 17th century to the present. (Prereq.: MUS
231, 232)
■ MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano, and percussion with application for the use
of these instruments for music therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Music 249
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music. This course satisfies the Keystone requirement.
■ MUSIC BUSINESS
MUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theater, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience. (Prereq.: MUS/BUS 105)
■ METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
(.5 course)
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
(.5 course)
250 Music
MUS 359
MUS 456
MUSIC METHODS: VOCAL
(.5 course)
Piano Pedagogy (.5 course)
Explores methods, materials, and techniques for teaching piano. This course
has a community service-learning requirement that pairs each Augsburg student with one-to-two students whom they will teach.
■ APPLIED SKILLS AND GROUP LESSONS
MUS 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 155A
Class Piano (.25 course)
This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading and improvisation. It will help music majors prepare
for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting (.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Music 251
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
MUS 394
Opera, Opera
This course combines the study and performance of opera and music theatre,
and techniques of singing for the stage. Student assignments will include reading, discussion, and performance of opera/musical theatre scenes; going to
performances; and visiting performing organizations in the Twin Cities.
“Opera, Opera” will culminate in a performance of opera/music theatre scenes.
■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity for Augsburg students to study on
an individual basis with artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background and goals of the student.
Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits
(one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). Freshmen may
qualify to have their lesson fee waived (one instrument per semester for half-hour weekly
lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a
large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department.
Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is
two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP for m, signed, and delivered to Registrar’s Office by
the student. Please check with the music office or use the search option on AUGNET
Records and Registration to get the correct course section for instruments with more than
one teacher.
MUP 111-211-311-411 Voice
MUP 132-232-332-432 Bassoon
MUP 116-216-316-416 Electric Bass
MUP 133-233-333-433 Clarinet
MUP 121-221-321-421 Violin
MUP 134-234-334-434 Saxophone
MUP 122-222-322-422 Viola
MUP 135-235-335-435 Flute
MUP 123-223-323-423 Cello
MUP 137-237-337-437 Horn
MUP 124-224-324-424 Bass
MUP 141-241-341-441 Trumpet
MUP 131-231-331-431 Oboe
MUP 142-242-342-442 Trombone
252 Music
MUP 143-243-343-443 Baritone
MUP 181-281-381-481 Organ
MUP 144-244-344-444 Tuba
MUP 191-291-391-491 Harp
MUP 152-252-352-452 Piano
MUP 192-292-392-492 Improvisation
MUP 161-261-361-461 Guitar
MUP 193-293-393-493 Composition
MUP 171-271-371-471 Percussion
The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber
music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide
variety of venues. The literature performed reflects the cultural diversity and
historical context of jazz. Placement is by audition or by arrangement with the
director. Preference is given to Concert Band members.
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at repertoire level III for Music
Education majors, one hour recital at level IV for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music
Education majors, one hour recital at level V for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for singers and instrumentalists.
Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and
coaching with a professional pianist. MUP fee schedule applies. (see
Handbook)
Music 253
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts
Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional
or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency.
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers of Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
■ INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MUS 299
Directed Study
See description on page 96.
MUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
See description on page 96. Open only to advanced students upon approval of
the faculty.
254
NATURAL SCIENCE TEACHING
LICENSURES
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distribution/general education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
LICENSURE REQUIREMENTS.
Broad Base Requirements (also for 5-8
General Science licensure)
GEO XXX Introductory Geology (taken
off-campus)
SCI 106 Introductory Meteorology
BIO 101 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Broad base requirements (substitute BIO
113 and 114 for BIO 101/103 and 102),
plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Anatomy
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 369 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
One math course:
MAT 114, 122, 145, or 163
Natural Science Teaching Licensure 255
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482
One year of general physics — PHY 121,
122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or
Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken
off-campus)
Physics Major (for licensure in physics
9-12)
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of
Mathematical Physics (Prereq.:
MAT 245 or equivalent)
256
NORDIC AREA STUDIES—NAS
N
Other Requirements
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modern Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology, or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity
against the broad backdrop of Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
Nordic Area Studies 257
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NAS 299
Directed Study
See description on page 96.
NAS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
NAS 499
Independent Study/Research
See description on page 96.
NORWEGIAN
See listing under Modern Languages.
258
NURSING—NUR
T
he Augsburg Department of Nursing
is designed exclusively for registered nurses who want to increase their opportunities
in the health care field.
The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever they work, nurses provide
comprehensive health care for persons,
groups, and communities of diverse cultures and socioeconomic levels throughout
the life span.
The bachelor’s degree equips nurses to
synthesize knowledge from the liberal arts
with the art and science of nursing. The
nursing program at Augsburg also provides
educational opportunities to increase skills
in critical thinking, clinical investigation,
and decision-making in preparation for
challenging new nursing positions in
emerging care systems.
Augsburg’s nursing program, which
leads to a bachelor of science degree with a
major in nursing, is accredited by the
Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public
health nurse registration certificate
through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Joyce Miller, Sue Nash
Adjunct Faculty: Marty Aleman, Katherine
Baumgartner, Linda Holt, Barb Knutson,
Mary O’Connell, Deborah Schumacher,
Pauline Utesch, Luann Watson
Emerita: Beverly Nilsson
Program Assistant: Sharon Wade
DEGREE AND MAJOR REQUIREMENTS.
Major
Seven courses including:
NUR 330 Trends and Issues in Nursing
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 403 Families and the Life Cycle
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing II
NUR 490 Leadership/Management
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.50 are
required. Students also must complete
Augsburg’s residence and general education
requirements.
The program has been planned so that
the major can be completed over 15
months with a summer break; however,
students may pursue their studies at a
slower pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 411) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with BSN Admissions staff in Weekend
College for program planning.
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.60 in the
major and 3.30 overall, application to the
department chair by November 1 of the
senior year, recommendation by nursing
faculty, and honors thesis to be presented
Nursing 259
before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Note regar ding Latin honors: To be eligible for Latin honors, a student must meet
minimum GPA standards as well as complete a minimum of fourteen traditionally
graded credits at Augsburg and have no
more than two elective pass/no pass graded
credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on
page 90.
ENTRANCE REQUIREMENTS.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.20
GPA.
2. Graduation from a nationally accredited nursing program: Applicants must
have graduated from a nationally accredited associate degree or diploma nursing
program with a 2.50 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have their own malpractice insurance and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing a BSN.
Nursing courses at Augsburg are available evenings and weekends through
Weekend College. Nursing classes usually
meet on alternate weekday evenings for
one three-and-one-half-hour time block.
Clinical practicum requirements usually
occur on weekdays.
It is recommended that most liberal arts
courses be taken before starting the nursing major. Nursing majors can complete
courses toward the baccalaureate at the
Minneapolis campus; at United, Mercy,
Unity and Children’s Hospitals in St. Paul,
Coon Rapids, and Fridley, MN; and in
Rochester, MN.
NURSING COURSES.
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
260 Nursing
NUR 305
Communication
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research.
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span.
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105)
NUR 411
Community Health Nursing II*
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
NUR 490
Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing
and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied.
Application of theory occurs in selected practice settings with a professional
nurse preceptor. This course satisfies the Keystone requirement. (Prereq.:
Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent Study/Research (optional)
See description on page 96.
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
* This course involves an additional clinical tuition and clinical practicum hours.
PHILOSOPHY—PHI
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
“big” questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by the study of
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
DEGREE AND MAJOR REQUIREMENTS.
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 20th Century Philosophy
261
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 149.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student’s
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241, 242, 343, and 344.
262 Philosophy
PHILOSOPHY COURSES.
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students
who receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on informal
logic and inductive reasoning.
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from
Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of
truth and human knowledge, and the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
Philosophy 263
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature,
music, architecture, and film: the truth and falsehood of aesthetic judgment,
the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its
relation to the rest of the artistic tradition. For arts majors and students with a
strong background in the arts.
PHI 343
History of Philosophy III: Early Modern and 19th-Century
Philosophy
The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction
to it (Marx, Kierkegaard, Nietzsche and Mill).
PHI 344
History of Philosophy IV: 20th-Century Philosophy
A survey of major philosophical schools in the 20th-century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy.
Focus of study is on major texts of these movements.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: one course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
264 Philosophy
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHI 299
Directed Study
See description on page 96.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHI 499
Independent Study/Research
See description on page 96.
PHYSICAL EDUCATION
See listing under Health and Physical Education.
PHYSICS—PHY
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called “natural philosophers,”
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society’s understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments in science with
heightened awareness and comprehension.
265
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor’s and advanced degree
levels, and administers Augsburg College’s
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Biophysics, with support
from the National Science Foundation,
NASA, and other private and public
sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative
education, internship, and undergraduate
research programs provide opportunities
for students to apply their knowledge and
problem-solving skills in practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, Ben Stottrup, David Venne
Physics Research Staff
Jennifer Posch
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Major
Thirteen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
266 Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
■ BACHELOR OF SCIENCE
Major
Seventeen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics II
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory II
PHY 486 Quantum Physics
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
■ BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
Eighteen course credits. It is the same
as the B.S. major, with the addition of PHY
320 and PHY 420, and the omission of the
elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30
overall. An original research project on a
significant topic in physics with an oral
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Physics 267
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.00 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, II
PHYSICS COURSES
PHY 101
Introductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition
the course traces the development of scientific thought from early civilization
to the present day. Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
268 Physics
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratory/lecture periods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light and the mechanics of structures and the
human body relating to music, the visual arts, and theatre. Explores the
physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Physics 269
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and
electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
270 Physics
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One
three-hour laboratory and an occasional one-hour seminar per week. Prereq.:
PHY 395, junior or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 351. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHY 299
Directed Study
See description on page 96.
PHY 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
PHY 499
Independent Study/Research
See description on page 96. Open to juniors and seniors with departmental
approval.
POLITICAL SCIENCE—POL
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
Norma Noonan, John Shockley, Joseph
Underhill-Cady
DEGREE AND MAJOR REQUIREMENTS
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective—one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Pre-Law Concentration in Political
Science
Major: 11 courses required
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
271
272 Political Science
Electives — five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in
Political Science (can come from the list
above, or be any other upper level Political
Science course).
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student’s GPA must
be 3.50 in the major and 3.00 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be
approved by the chair (e.g. if a required
course has to be cancelled).
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division economics
course
Pre-Law Minor: six courses required
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social Studies —
Capstone course (required for
licensure)
Four Required Courses:
POL 121
POL170
Political Science Courses:
POL 121 American Government (social
science core course)
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
Political Science 273
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(II) Comparative Politics and Analysis,
(III) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
POLITICAL SCIENCE COURSES.
■ I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government — including Congress,
the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
274 Political Science
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
■ II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
Political Science 275
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
■ III. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.:
four courses in the international relations sequence)
■ IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
“supreme” law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
276 Political Science
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
■ V. POLITICAL THEORY AND ANALYSIS
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education
(issues may vary). Students develop their own arguments about social justice.
Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at the struggle to define
Asian Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor)
Political Science 277
■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 96.
POL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
POL 499
Independent Study/Research
See description on page 96.
278
PSYCHOLOGY—PSY
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum’s emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg’s active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
Bridget Robinson-Riegler (Chair),
Barbara Curchack, Grace Dyrud, Stacy
Freiheit, David Matz, Nancy Steblay
DEGREE AND MAJOR REQUIREMENTS.
Major
The major is 10 courses
Foundations of Psychology (five courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis II
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 263 Sports Psychology
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
PSY 410 Clinical Neuropsychology
Electives (three courses in psychology)
Majors are strongly encouraged to take
more than the minimum 10 required psychology courses; no more than 13 course
credits can count for graduation.
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 199, 299, 399/396, and
499 may be counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
Psychology 279
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law
involves the application of scientific and
professional aspects of psychology to questions and issues relating to law and the
legal system. This field encompasses contributions made in a number of different
areas — research, clinical practice, public
policy, and teaching/training among them
— from a variety of orientations within the
field of psychology, such as developmental,
social, cognitive, neuropsychology, and
clinical. Students in this concentration will
participate in at least three experiential
learning venues: laboratory research, a
community-based internship, and study
tours to Hennepin County Courts.
See department Chair for specific
requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.00 in the major and 3.50
overall, and completion of a high-quality
research project. Formal application must
be made during the junior year. Please
consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299, 399/396,
and 499 may be counted.
PSYCHOLOGY COURSES..
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
280 Psychology
PSY 215
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one
course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research
design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population—the
elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
PSY 262
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 105)
Psychology 281
PSY 315
Research Methods: Design, Procedure, and Analysis II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken
in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of
2.0 or higher, ENL 111 or 112 or HON 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of
learning and cognition, emotions, abnormal psychology, personality, normal
and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 215, or PSY 105 with junior standing)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with
junior standing)
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required.
(Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 with junior standing)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.:
PSY 215 or PSY 105 with junior standing)
282 Psychology
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 with junior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic
brain injury and diseases such as stroke, epilepsy, and dementia. Learn human
neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including
neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent
of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Internships and Independent Study Courses.
PSY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 96. (Prereq.: PSY 105)
PSY 399/396 Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Participation in a concurrent seminar is required.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone requirement. (Prereq.: PSY
315, ENL 111 or 112 or HON 111)
PSY 499
Independent Study/Research
See description on page 96. (Prereq.: PSY 315)
RELIGION, YOUTH
MINISTRY—REL, YFM
R
eligion asks questions and seeks
answers fundamental to humanity’s search
for meaning: Who are we as human
beings? (Who am I?) What is our relationship with each other, with the natural
world, and with God? (What is my place in
the world? What am I called to do?) What
do good and evil mean in this time and
this place? (Do I — or how do I — understand these concepts differently than those
from different times and ages?)
The study of religion, including inquiry
into the history and traditions of
Christianity, exploration of other major
world religious traditions, study and interpretation of the Hebrew Bible and New
Testament, and reflection on vocation, is
central to the mission and vision of
Augsburg College. At the center of the
AugCore, Augsburg’s general education
program, are courses in the Religion
Department. In these courses, students are
challenged and equipped to articulate what
they believe and to see that what they
believe matters. These courses also ground
students who wish to major or minor in
Religion or Youth and Family Ministry,
where they may more explore more deeply
the interpretation of the Bible, church history, theology, world religions, spirituality
and spiritual practices, as well as the practical aspects of the life and work of the
church.
Augsburg is a college of the Evangelical
Lutheran Church in America (ELCA), and
this means that we are eager to engage in
dialogue with Christians of all denominations and with people who practice other
spiritual traditions or claim no religious
beliefs. We challenge all our students to
respect and learn from one another and to
AND
FAMILY
think critically about matters of faith and
reason.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt
Hale, Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik, Hans Wiersma
GENERAL REQUIREMENTS.
Majors
The Religion Department offers two
majors: Religion (REL) and Youth and
Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective credit for the major. Students
who have taken an approved introductory
course in Bible and/or Christian theology
283
284 Religion
at another college may take REL 300 in
place of the college REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the
department.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall, research project approved by the
department, and colloquium with the
department. Application must be received
by the department by Dec. 30 of the student’s senior year.
RELIGION—REL
A religion major serves as a strong
foundation in the liberal arts. It prepares
students for professional work and/or graduate studies in a wide array of fields.
Certainly, students interested in seminary
and ministry are well-served by an undergraduate religion degree. Students who
wish to pursue graduate studies in theology, religious studies, sacred scripture, or
church history are also good candidates for
a religion major. Students interested in
graduate studies in most any field in the
humanities and social sciences could
choose a religion major. Law schools and
other professional schools, including medical schools, are attracted to students with
a religion degree and the skills of analytic
reading, critical thinking, writing, and
speaking acquired in pursuit of that
degree.
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 210 Research Methods in Religion
REL 495 Religion Keystone
Five additional electives
Note: Keystone, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Religion Minor
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
Note for majors and minors:
Students are required to have at least a
2.00 GPA in courses counted toward the
major or minor. One or two courses in
Youth and Family Ministry (YFM) may
count toward the religion major or minor.
Religion 285
RELIGION COURSES.
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for cr edit for students who
h a v e t a k e n R E L 3 0 0 o r 33 1 .
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through
issues that emerge in public discussion through news and popular media.
Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its
relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion.
Students will explore primary texts on topics such as gender, economics, and
politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own perspectives on the topic
under investigation. (Prereq.: REL 100, 111, 221, 300, or 331 and ENL 111 or
112 or HON 111)
REL 206
Apostles of Hope
This course will explore how Israel adapted, resisted, fractured into sects, and
was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman
empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a
threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of
the Roman order?
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
286 Religion
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand’s contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships
within the context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
Religion 287
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
REL 362
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
American culture and politics. Focuses on the relationship between theology
and social/political transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111,
junior standing, and REL 100 or 300)
REL 378
REL 383
Medieval Church (See description under HIS 378)
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology.
288 Religion
REL 405
Lilly Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 406
Lilly Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST
100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities. This course satisfies the
Keystone requirement.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Religion 289
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95. Limited to special cases.
REL 299
Directed Study
See description on page 96.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
REL 499
Independent Study/Research
See description on page 96. For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
YOUTH
AND
FAMILY MINISTRY—YFM
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordi-
nator in the religion department about
when and how to apply for candidacy.
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. YFM majors are encouraged
to plan class schedules to allow for either
extending the internship experience for a
full year, or completing the internship
semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising.
290 Youth and Family Ministry
Youth and Family Ministry Major
Eleven courses including:
Theology core:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Keystone
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
and three supporting courses:
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
PSY 250 Child Development
or PSY 252 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
Youth and Family Ministry Minor
The minor consists of the following six
courses:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
one Bible survey course from:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the religion department youth
and family ministry coordinator.
Youth and Family Ministry 291
YOUTH AND FAMILY MINISTRY COURSES.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 207
Contextual Education (.0 course)
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Basics in Youth and Family Ministry
A study in the basics of Christian ministry, especially with regard to children,
youth, and families. Biblical and theological foundations in ministry are
explored. Conceptual models and basic skills of ministry with children, youth,
and families in congregations and other ministry settings are also explored.
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in
another country. An exploration of the roles of households, congregations, and
other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
YFM 358
Life and Work of the Church
An overview of the manner in which Christianity has carried out its mission
throughout the centuries. An exploration of the issues and challenges facing
the “postmodern” church. A study of the role of households, congregations,
and other ministry organizations in shaping and nurturing the Christian faith.
YFM 399
Internship
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
YFM 499
Independent Study/Research
See description on page 96.
SCANDINAVIAN STUDIES
See Nordic Area Studies.
292
SOCIAL STUDIES TEACHING LICENSURE
S
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 120 America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields—economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor’s degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
SOCIAL WORK—SWK
T
he social work major prepares graduates to work with individuals, groups,
families, communities, and organizations.
Graduates are social work professionals
prepared for practice that promotes social
and economic justice and encourages individual and group empowerment. The
social work undergraduate receives a bachelor of science in social work (BSW)
degree and is eligible to apply for licensure
as a generalist social worker. We also offer
a graduate masters degree in social work
(MSW). Both the baccalaureate and graduate social work programs are accredited by
the Council on Social Work Education.
Social work graduates embody the
Augsburg College motto, “Education for
Service.” Service learning and practica
assignments are integral to the curriculum.
The Twin Cities region offers a variety of
innovative and professional community
agencies. Bringing the local social welfare
resources into the classroom through presentations and internships allows students
to train with and learn from local, regional
and national social work leaders. Students
also work within social, cultural, ethnic,
and economically diverse communities,
becoming better able to practice in a global
society.
The social work major at Augsburg
College provides each student with a
strong foundation for graduate studies in
social work and other human service
fields. The social welfare minor and social
work electives offer students from other
disciplines the opportunity to gain knowledge about human needs, growth and
development, experience with urban
human services, and an introduction to
global issues of peace and justice.
293
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Christina Erickson, Annette
Gerten, Barbara Lehmann, Rosemary Link,
Sharon Patten, Curt Paulsen, Nancy
Rodenborg (BSW Field Coordinator),
Glenda Dewberry Rooney, Michael Schock
(BSW Program Director), Maryann Syers
(Field Education Coordinator), Tan Ngoh
Tiong
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice II:
With Families and Groups
SWK 317 Field Work II:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research II: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice III:
With Communities and Policies
SWK 407 Field Work III:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 490 The Social Worker as
Professional
and seven supporting courses:
BIO 121 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
294 Social Work
SOC 265
SWK 257
SWK 260
SWK 280
Race, Class and Gender
Exploring Human Services
Humans Developing
Diversity and Inequality in
Professional Practice
A minimum grade of 2.0 is required for
each core course and a 2.00 GPA is
required in the supporting program. A statistics course is recommended for students
planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
Admission to the Major
Students must apply to be admitted to
the BSW degree program. This application
process, called candidacy, is subsequent to
and separate from admission to Augsburg
College. The initial candidacy application
is completed in the spring term of the
sophomore year or in the summer months
for junior transfer students. Each social
work major must complete the application
materials and be officially admitted to the
BSW program before beginning the first
field practicum in the junior year.
Admission to the program is required as a
pre-requisite for those 300 and 400 level
courses restricted to social work majors
only. Contact the Social Work Department
for details.
Departmental Honors
The social work department offers students the opportunity to earn
Departmental Honors through the completion of an applied or scholarly project.
Students may apply for Departmental
Honors if they have earned and maintain
an overall GPA of 3.30 and maintain a
cumulative GPA of 3.60 in all social work
classes at the 300 level and above. Honors
applicants may take up to two courses as
P/N (in addition to the integrative field
seminars, which are graded P/N) and must
complete a minimum of 14 traditionally
graded Augsburg courses. Other requirements include the successful completion of
a paper or project designed to demonstrate
critical understanding of one area in the
field of social work or social welfare. A faculty mentor will guide and supervise work
on this paper or project. Please consult
with your advisor or BSW program director for complete details and deadlines.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice III:
With Communities and Polices
SOC 265 Race, Class, and Gender
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Politics and Public Policy
Social Work 295
SOCIAL WORK COURSES.
■ COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and
are vital to fostering peace, human rights, and well-being.
SWK 257
Exploring Human Services
In this service learning course, students explore human services and especially
social work as a major and as a career. In addition to attending class, students
work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural
competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or
concurrent registration: SOC 265 Race, Class and Gender)
SWK 260
Humans Developing
This course helps students to examine critically factors influencing human
growth and development within diverse and oppressed groups. Students come
to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals,
groups, and families.
SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and globally profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs.
(Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice III: With Communities and Policies
Students learn how community organizations, human service agencies, and
social policies emerge in western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt,
and how to influence local, regional, and national policies. (Prereq.: senior
standing or consent of instructor)
296 Social Work
■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY
SWK 306
Social Work Practice I: With Individuals
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual
clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist
social work practice with individuals, families, and groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and
working with diverse populations.
SWK 307
Field Work I: Integrative Seminar
Students begin applying practice knowledge and skills in their first social
work practicum. Social work professionals in regional human service agencies
supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the fall term. (SWK 307 is concurrent with SWK 306
and is the first of two courses required in the junior year practicum, P/N grading only.)
SWK 316
Social Work Practice II: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills,
and values while learning to interview families and facilitate groups. Emphasis
is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
SWK 317
Field Work II: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge
and skills in their first social work practicum. Students synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the spring term. (SWK 317 is concurrent with SWK 316
and is the second of two courses required in the junior year practicum, P/N
grading only.)
SWK 402
Research I: Fundamentals of Social Work Research and Evaluation
(0.5 course)
Students are introduced to basic social research methods commonly used in
social work research. Students learn how to access and understand current
knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing
research strategies as applied to practice evaluation. (This half course is in
sequence with SWK 403 and is concurrent to SWK 406.)
Social Work 297
SWK 403
Research II: Evaluation of Social Work Practice and Programs (0.5
course)
Building on the work in SWK 402, students plan and complete an evaluation
of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative
and qualitative information. (Prereq.: SWK 402 and MPG 3)
SWK 407
Field Work III: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced
course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 406 and is
the first of two courses required in the senior year practicum, P/N grading
only.)
SWK 417
Field Work IV: Integrative Seminar
This course is a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term. (SWK 417 is concurrent with
SWK 419 and is the second of two courses required in the senior year
practicum, P/N grading only.)
SWK 490
The Social Worker as Professional
This course, which meets the senior keystone course requirement in the
Augsburg Core Curriculum, is the summative seminar in the social work
major. Students learn organizational analysis and methods for agency change
as well as reflect on vocation in social welfare, engage in career planning,
study ethical practice principles, and prepare to engage in professional social
work practice. (Prereq.: senior social work status required)
Internships and Independent Study Courses:
SWK 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 96.
SWK 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SWK 499
Independent Study/Research
See description on page 96.
298
SOCIOLOGY—SOC
S
ociology is the scientific study of
society as a whole and of human social
organization in groups. The sociological
perspective provides a way to better understand the social world and how human
beings come to think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg’s metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in research, management, and
human resources departments of both government and private corporations, in the
criminal justice field, and as professors of
sociology. Others have used the major as
preparation for advanced study in areas
such as law, the ministry, social work,
urban planning, and human services.
Sociology Faculty
James Vela-McConnell (Chair), Lars
Christiansen, Nancy Fischer, Garry Hesser,
Diane Pike, Tim Pippert
DEGREE AND MAJOR REQUIREMENTS.
Students may choose to pursue the core
sociology major or they may opt for a specialized, interdisciplinary concentration
within the major.
Core Major
Sociology has a long-standing tradition
as an excellent undergraduate major that
applies to a number of fields from human
services to criminal justice to business to
public service. The foundation of the
major at Augsburg is that it provides a
clearly organized curriculum that is challenging, develops over the course of the
major, and integrates and reinforces an
excellent set of important skills; those
skills include abstract thinking, writing,
critical analysis, basic research, integration
of theory and data, and the connection of
the individual and collective perspectives
in the unique way of the sociological imagination. The five core courses intentionally
develop those skills in our students and
serve them well. Thus, these required and
sequenced courses are also the core of the
concentrations that allow students to pursue their electives in a direction that adds
other skills related to areas of interest.
Those concentrations include: Community
Studies, Crime and Deviance, Cultural
Anthropology, Organizational Studies, and
Social Psychology.
The major includes a total of ten courses: five required core courses and five electives, at least two of which are upper division courses from the specified list below:
Core major:
SOC 121 Introduction to Human Society
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 485 Sociological Theory
SOC 490 Senior Seminar
Sociology 299
At least two of the following upper-division
courses (Prereq: SOC 121):
SOC 349 Organizational Theory
SOC 375 Social Psychology
SOC 381 City & Metro-Urban Planning
SOC 390 Social Problems Analysis
SOC 410 Field Studies of Organizations
SOC 300 Special Topics: Organizational
Deviance
SOC 300 Special Topics: Juvenile
Delinquency
SOC 300 Special Topics: Sociology of
Law
Three additional sociology electives. SOC
399 (Internship) is highly recommended.
Note: Majors must have a 2.0 or better in
each required course to receive credit in
the major.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. Courses required beyond the
core major requirements are: SOC 111,
SOC 381, SOC 399 and one additional
elective. See Garry Hesser for advising and
visit the department website for details.
Concentration in Crime and Deviance
Students interested in the traditional
aspects of criminal justice — courts, prisons, probation, and law enforcement — as
well as community crime prevention will
be served by this concentration in the
major. Courses required beyond the core
major requirements are: SOC 265, SOC
277, a topics course in Deviance and
Juvenile Delinquency or Organizational
Deviance, PSY 335, and an upper division
Internship approved by the department.
See Diane Pike for advising and visit the
department website for details.
Concentration in Cultural
Anthropology
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the core sociology
courses. Two of those courses must be
SOC 141 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical Perspectives. See Eric
Buffalohead for advising and visit the
department website for details.
Concentration in Organizational
Studies
This concentration is designed for students who plan to work in organizational
settings including corporate, government,
and non-profit sectors. Students will learn
how organizations are structured, function,
and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This
concentration seeks to equip students with
skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career
and professional goals. Courses required
beyond the core major requirements are:
Work and Society (SOC 222),
Organizational Theory (SOC 349), Field
Studies in Organizations (SOC 410), and
three courses in related fields — BUS 340,
one from BUS 242 or ECO 113, and one
from INS 325, COM 345, or COM 410.
Organizational Deviance (SOC 300) may
be a substitute for either BUS course. See
Lars Christiansen for advising and visit the
depart website for details.
300 Sociology
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
and/or psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in public relations, law, consulting,
research, social policy, and more. Courses
required beyond the core major requirements are: SOC 375, SOC 390, SOC 499,
PSY 105, PSY 325, and PSY 491. See James
Vela-McConnell for advising and visit the
department website for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.50 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.00 GPA in courses counting toward the minor.
SOCIOLOGY COURSES
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 141
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
Sociology 301
SOC 222
Work and Society
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly?
Can workplaces be functional, or are they inherently conflictual? How does
the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society.
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United
States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns.
(Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts
do social movements have on social institutions, the state, culture, and even
personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over
the last two centuries. (SOC 121 and courses on 19th or 20th century U.S.
history recommended, but not required)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 290
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
302 Sociology
SOC 349
Organizational Theory
What is the nature of these modern organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning
and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent
of instructor. Spring)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: SOC 121 or consent of instructor)
SOC 410
Field Studies in Organizations
In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as
explore the challenges, strategies, and rewards of doing projects as a group.
(Prereq: SOC 222 and SOC 349, or permission of the instructor)
Sociology 303
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 490
Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Internships and Independent Study Courses:
SOC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SOC 299
Directed Study
See description on page 96.
SOC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring)
SOC 499
Independent Study/Research
See description on page 96. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modern Languages.
304
THEATRE ARTS—THR
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speech/communication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts
Department offer valuable cross-disciplinary connections for the campus while
also providing a solid base in classical,
modern, contemporary, and multicultural
theatre.
Augsburg’s location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students), and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department encourages a
second major or minor in such fields as
art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Michael Burden (Chair), Julie Bolton,
Martha Johnson, Darcey Engen, Lisa
Anderson, Sandra Agustin, David DeBlieck,
Karen Mulhausen, Sandy Nei Schulte
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
The Theatre Arts Department currently
has two concentrations within the major:
Performance Concentration and Theatre
Design/Technical Theatre Concentration.
Both concentrations consist of the Theatre
Core Curriculum supplemented by electives specific to each concentration.
Theatre Arts Major
Performance Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies in
Theatre (M.A./Ph.D. and M.F.A.) and professional work as a performer. Students
choosing this concentration will enroll in
the eight core theatre major courses taken
by all theatre majors and will supplement
the core with courses identified as theatre
electives. Students in the performance concentration are encouraged to consult with
their adviser when selecting electives.
Advisers will assist students in identifying
the year and semester elective courses are
Theatre Arts 305
offered. Students are strongly encouraged
to also complete a professional Internship
at a local Twin Cities Theatre.
Ten THR courses — eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten Production Practicum Units (THP)—
See Practicum Units
Technical Design/Technology
Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies or professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre
major classes taken by all theatre majors
and will supplement the core with at least
two electives from the Art Department.
Students in the emphasis are strongly
encouraged to also take an Independent
Study in their area of focus and to do a
professional Internship at a local Twin
Cities Theatre.
Ten THR courses-eight required core
courses and
Two electives chosen from ART electives,
Plus 10 theatre practicum units taken as
THP.
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Two Electives from:
ART 107
or
ART 105
Drawing
Introduction to Architectural
Drawing
ART 240 Art History Survey
or
ART 243 or 244 History of Architecture
Ten Production Practicum Units (THP) See
Practicum Units
The following courses are strongly recommended:
THR 228 Directed Study
ART 340 Digital Imaging
THR 339 Internship
THR 499 Independent Study
Theatre Practicum Units (THP)
All Theatre Arts Majors in either
Concentration are required to complete 10
practicum units (THP) from three established areas.
Area 1 Per for mance
Each major will complete between one and
five THPs from this area.
The Performance Area THPs are:
306 Theatre Arts
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2 Production
Each major will complete between four
and eight THPs from this area.
The Production Area THPs are:
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes
Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage
Manager
THP 116, 126 or 136 Stage Manager
Area 3 Artistic/Production Management
Each major will complete one THP from
this area.
The Production Area THPs are:
THP 117 Fall Artistic Assistance
THP 127 Winter Artistic Assistance
THP 137 Spring Artistic Assistance
Please note that all theatre practicum
courses count as one theatre practicum
unit except for the following because of
exceptional time requirements:
THP 115, THP 125 and THP 135 Assistant
Stage Manager counts as two units
THP 116 ,THP 126 and THP 136 Stage
Manager counts as three units.
The following courses are encouraged, but
not required:
THR/MUS 235 Skills of Music Theatre
THR/ENL 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
Freshmen planning to major in theatre
arts should begin with courses THR 228,
232, 250; sophomores: THR 226, 228, 245,
361, 362; juniors: THR 325, 328, 350, 360,
361, 365; seniors THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should
meet in the Fall of Freshman year with a
theatre adviser to ensure proper sequence
of classes to be taken based on odd or even
year of entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.75 GPA in the major and a 3.50 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser early spring semester of their
junior year to develop a proposal for the
honors project.
Transfers: Transfer students should
meet with a transfer adviser upon acceptance to determine what credits taken at
another institution will transfer into the
major. The majority of core classes should
however be taken at Augsburg.
Additionally transfers are required to take a
minimum of three upper division theatre
arts courses. Ten practicum units are also
required. Transfers must also complete a
minimum of five THP credits within the
department. No more than five units can
be credits from others schools.
Theatre Arts Minor
Five courses including:
THR 250 Script Analysis: Foundations of
Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
Theatre Arts 307
THR 232 Acting
THR 362 Theatre History Criticism II
THR 366 Stage Direction
The Theatre Arts Minors also must complete five practicum units. Students must
take a minimum of one performance unit
and a minimum of three production units.
Refer to the practicum categories listed
below the curriculum concentrations.
Film Major and Minor
See a description and requirements for
the film major and minor in the
Communication Studies section of the catalog.
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 250 Script Analysis: Foundations of
Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism II
A directed studies course in dramaturgy or
theatre criticism or theatre history
Dance and Theatre Teacher Licensure
Major
Currently the Theatre Arts Department
does not offer teaching licensure.
Depending on developments and state policy changes, the department may add such
a major in the future.
THEATRE ARTS COURSES.
THR/HPE 002 Lifetime Sports—Introduction to Dance
(.0 course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modern
dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor’s permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004,
or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting
with an emphasis on active participation and reflective writing. This course is
primarily designed for non-majors and does not fulfill credit toward the theatre arts major.
THR/COM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
308 Theatre Arts
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and
focuses on the appreciation and value of theatre in society. Focus on historical
periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
THR 226
Movement for the Theatre
This course will explore principles of movement used in the art of acting. The
goal will be to improve the actor’s physical energy, concentration, balance,
control, clarity, timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical
and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. (Alternate years)
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
and creative processes. Students will execute practical projects, attend theatre
tours, see professional productions, and participate on the Theatre
Department’s fall production. Open to all students. Forty-hour lab requirement.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama, culminating in public performance. Students attend
and review local professional productions. (Prereq.: Theatre major or consent of
instructor)
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of music theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Aalternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers.
Theatre Arts 309
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as
a way of interpreting a dramatic script for academic and artistic applications.
Close readings of plays from each genre (comic, tragic, realistic, absurd and
post-modernism) will enable students to learn and apply basic terminology for
literary and artistic processes.
THR/COM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
THR 325
Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or
HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute
four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two
Augsburg College productions. Forty-hour lab required, materials needed.
(Prereq.: THR 228, junior or senior status)
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, research
paper, and attendance at local theatre productions are required. Need not be
taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall:
alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 361. (Spring: alternate years)
310 Theatre Arts
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare, French neoclassicism, restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 250 and THR
232 and 362 or consent of instructor. Fall/Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also
examined. (Prereq.: THR 362, or consent of instructor)
THR/SPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241
and junior/senior standing)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
THR 299
Directed Study
See description on page 96.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
THR 499
Independent Study/Research
See description on page 96.
Theatre Arts 311
THEATRE PRACTICUM COURSES.
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts major/minor. All THP theatre
practicum courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
• Consent of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester
when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one
THP unit in costumes.
• All majors will complete one THP in
lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards practicum.
• Work-study hours do not count towards
practicum.
• Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
• Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Five practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THEATRE PRACTICUM COURSES.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors
only); or substantial participation as an actor in a senior directing project, in final
scenes for Stage Direction (THR 366), or in interpretive presentations at two
Forensics tournaments (at least 30 hours coaching and competition).
Area Two: Production
THP 112/122/132 Theatre Practicum: House Management
1 Practicum unit (.0 course)
Substantial participation (30 hour minimum) in house management, ushering, or
box office.
312 Theatre Arts
THP 113/123/133 Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Practicum: Assistant Stage Management
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management
3 Practicum units (.0 course)
Stage management for main stage production.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project.
URBAN STUDIES
See Metro-Urban Studies.
WOMEN’S STUDIES—WST
T
he Women’s Studies Program provides students with the opportunity to
examine critically women’s contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The
Women’s studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women’s Studies Faculty
Cass Dalglish (Coordinator), Kristin M.
Anderson, Janelle Bussert, Jacqueline
deVries, Grace B. Dyrud, Darcey Engen,
Nancy Fischer, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehmann, Lynne Lorenzen, Mary Lowe,
Anita Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg,
Timothy Pippert, Judy Shevelev, Beverly J.
Stratton, Kathryn Swanson, James VelaMcConnell
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses that must include WST 201
Foundations in Women’s Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (Seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women’s studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women’s studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the women’s studies
major must also be completed at Augsburg.
Each student’s program must have the
written approval of the women’s studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg’s Center for Global Education.
Two programs have been pre-approved for
women’s study credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Social and
Environmental Justice: Latin American
Perspectives (offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student’s program must have the written
313
314 Women’s Studies
approval of the women’s studies program
coordinator.
Transfer Students
Students who transfer to Augsburg
College and wish to complete a major or
minor in women’s studies are urged to consult with the director of women’s studies
immediately upon transfer.
The Women’s studies program has an
articulation agreement with Century
College that governs Century College students with a women’s studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of women’s studies
for approval of courses for the major or
minor.
WOMEN’S STUDIES COURSES.
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women’s perspectives. Students will also study the diversity of women’s
experiences in terms of race, sexual orientation, and class.
WST 281
WST 305
Topics in Women’s Studies
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well
as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history,
sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social and Environmental Justice:
Latin American Perspectives)
WST 341
Environmental Politics
(CGE Course. See International Studies, Social and Environmental
Justice:Latin American Perspectives.)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Sustainable Development and Social
Change (Guatemala, El Salvador, Nicaragua))
WST 359
Women, Gender and Social Change in Mesoamerica
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women’s Studies 315
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
WST 490
Topics in Women’s Studies
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies
the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester.
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 320
American Indian Women
(See American Indian Studies for course description.)
Internships and Independent Study Courses (Must be approved in writing by the women’s studies
coordinator):
WST 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
WST 299
Directed Study
See description on page 96.
WST 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 95.
WST 499
Independent Study/Research
See description on page 96.
316 Women’s Studies
See department listings for descriptions of the following approved electives:
AIS 208/408 Native American Women and Film
ART 352
Women and Art
ENL 365
Contemporary Post Colonial Fiction
ENL 367
Women and Fiction
HIS 282
History of Women Since 1850
HIS 311
Topics in Women’s History
HPE 316
Human Sexuality
POL 124
American Women and Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
SOC 231
Family Systems
SOC 265
Race, Class, and Gender
REL 441
Feminism and Christianity
YOUTH
AND
See listing under Religion.
FAMILY MINISTRY
College Information
Board of Regents – 318
ELCA Program Unit for Vocation
and Education – 319
Faculty and Administration – 320
Officers – 320
Administration – 320
Faculty – 322
Faculty Emeriti – 339
Campus Maps – 342, 343
318
BOARD
OF
REGENTS
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Dan W. Anderson ’65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
*Gar y E. Benson ’70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
*Jackie Cherr yhomes ’76 (2010)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
*Ruth E. Johnson ’74 (2006)
Consultant, Department of Internal
Medicine, Mayo Clinic & Mayo Medical
School, Rochester, MN
Dean Kennedy (2009)
President, Texacoma Oil & Gas
Corporation, Dallas, TX
Dean C. Kopperud (2009)
Consultant, Miramar Beach, FL
Michael O. Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
Gloria C. Lewis (2011)
President/CEO, Big Brothers Big Sisters of
the Greater Twin Cities, St. Paul, MN
*Anthony Genia ’85 (2008)
Emergency Dept. Physician, Fairview
University Medical Center, Minneapolis,
MN
Jennifer H. Martin (2007)
Senior Vice President, Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
*Michael R. Good ’71 (2007)
President and Chief Operating Officer,
Sotheby’s International Realty, Parsippany,
NJ
Marie O. McNef f (2009)
Professor Emeritus and Dean (retired),
Augsburg College, Minneapolis, MN
*H. Theodore Grindal ’76 (2008)
Attorney/Partner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
Nor man R. Hagfors (2009)
Founder & President (retired), Norsen,
Inc., North Oaks, MN
*Paul S. Mueller ’84 (2009)
Internal Medicine Consultant, Mayo
Clinic, Rochester, MN
*Ronald G. Nelson ’68 (2008)
Retired, Mendota Heights, MN
*Beverly Oren ’55 (2008)
Retired, Roseville, MN
James E. Haglund (2006)
President/Owner, Central Container
Corporation, Brooklyn Park, MN
Wayne Popham (2006)
Attorney, Popham Law Office,
Minneapolis, MN
Jodi Harpstead (2009)
Chief Advancement Officer, Lutheran
Social Service of Minnesota, St. Paul, MN
Paul C. Pribbenow, Ex Of ficio
President, Augsburg College, Minneapolis,
MN
Board of Regents 319
Rev. Peter Rogness (2008), Ex Of ficio
Bishop, St. Paul Area Synod, ELCA, St.
Paul, MN
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Rev. Harold Usgaar d (2008), Ex Officio
Bishop, Southeastern Minnesota Synod,
ELCA, Rochester, MN
Glen J. Skovholt (2006)
President, Government & Community
Strategies, St. Paul, MN
Sandra L. Var gas (2008)
County Administrator, Hennepin County,
Minneapolis, MN
*Philip Styrlund ’79 (2006)
President, The Summit Group, Apple
Valley, MN
*Jean M. Taylor ’85 (2006)
President, Taylor Corporation, Eagan, MN
*Joan L. Volz ’68 (2006)
Attorney, Welch, MN
*P. Dawn Taylor ’78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, IA
ELCA PROGRAM UNIT
EDUCATION
Executive Director
The Rev. Dr. Stanley N. Olson
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Ms. Marilyn Olson
FOR
VOCATION
AND
320
AUGSBURG COLLEGE FACULTY
ADMINISTRATION
AND
Beginning year of service of faculty and staff is indicated with parenthesis.
Officers of the College
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of
Chicago.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Tracy Elftmann (2005). Vice President of Institutional Advancement. B.A., Augsburg
College; J.D., Drake University Law School; L.M.M.N. Masters of Law, Columbia
University Law School.
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of Saint
Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Gar vey (1998). Vice President of Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg
College.
Administration
Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota.
Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato
State University; M.P.A., John F. Kennedy School of Government, Harvard
University.
Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University
of Wisconsin – Superior.
Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead.
Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W.,
University of Minnesota – Duluth.
Trena Bolden Fields (2002). Director, Pan-Afrikan Center. B.A., Augsburg College.
Marilyn E. Florian (1980). Women’s Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Or val J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men’s Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Augsburg College Administration 321
Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B.,
Washington University; M.A., Ph.D., Harvard University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Advancement Programs. B.A., Augsburg College.
William Jones (2002). Director, Augsburg/Capella Alliance. B.A., University of
Pennsylvania; M.A., M.S., Indiana University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Advising and Achievement. B.A., University
of Wisconsin-Madison; M.S., University of Oregon.
Robert Kramarczuk (2004). Director, MBA Program. B.A., University of St. Thomas; Ph.D.,
University of Minnesota.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Gaye Lindfors (1993). Special Assistant to the President. B.S., Mankato State; M.A.I.R.,
University of Minnesota.
Ann Lutter man-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Christopher Moquist (2005). Director of Marketing and Communications. B.A., St. Olaf;
M.B.C., University of St. Thomas.
Thomas F. Morgan (1983). Special Assistant to the President. Professor of Business
Administration. B.S., Juniata College; M.B.A., University of Denver; M.S.,
University of Oregon; Ph.D., University of Minnesota.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
Stephen Preus (2004). Director of Development. B.A., Luther College; C.L.U., Ch.F.C.,
American College.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A.
Saint Mary’s University.
John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate
Professor of English. B.S., St. John’s University; M.A., University of New Orleans;
Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
322 Augsburg College Faculty
Marcus Skjer vem (2004). Director, Activities and Orientation. B.A., Concordia College –
Moorhead; M.S., Illinois State University.
Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg
College; M.A., University of Minnesota.
Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part time, Theatre Arts. B.S., University of
Wisconsin-Madison.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuar t M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A.,
Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Alexandre A. Ar dichvili (2004). Instructor, part time, Master of Arts in Leadership and
M.B.A. Programs. B.A., University of Tbilisi, Georgia, USSR; Ph.D., Moscow State
University; M.B.A., Ph.D., University of Minnesota.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
Augsburg College Faculty 323
B
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University.
Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A.,
University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Bar nett (2000). Studio Artist/Composition, part time, Music. B.A., M.A.,
University of Minnesota.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas;
M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State
University.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Michele R. Braley (2002). Instructor, part time, Social Work. B.A., Oberlin College;
M.S.W., Augsburg College.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina
School of the Arts; Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College;
M.Ed., St. Mary’s University.
324 Augsburg College Faculty
Lisa A. Broek (1993). Instructor, part time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State
University.
Eric L. Buf falohead (1997). Associate Professor of American Indian Studies. B.A., M.A.,
A.B.D., University of Minnesota.
Michael R. Bur den (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University;
M.S., Mankato State University.
Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A.,
Luther College; M.Div., Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills
Adviser. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part time, Art. B.S., University of
Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design.
Anthony J. Clapp (2001). Instructor, part time, Physician Assistant Studies. A.A., Golden
Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas
State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Augsburg College Faculty 325
Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University;
M.S.W., University of Minnesota.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Anthony Cox (2005). Studio Artist/Electric Bass, part time, Music. B.A., Metropolitan State
College.
Larr y J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of
Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson.
D
Mar vin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail
School of Music.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.F.A., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.F.A., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; P.A., Bowman Gray School of Medicine.
Jacqueline R. deVries (1994). Associate Professor of History. B.A., Calvin College; M.A.,
Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M.,
The Mannes College of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A.,
Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A.,
University of Iowa.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
326 Augsburg College Faculty
E
Gar y T. Egbert (2004). Instructor, part time, Physics. B.S., Western Illinois University;
M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska –
Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Instructor, part time, Theatre Arts. B.A., University of
Minnesota; M.F.A., Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College;
M.F.A., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Molly K. Enz (2006). Assistant Professor of Modern Languages. B.A., Concordia CollegeMoorhead; M.A., Ph.D., University of Wisconsin-Madison.
Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of
Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of
Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central
Michigan University; M.M., University of Minnesota.
Kevin G. Ewert (2002). Assistant Professor of Business Administration. B.S., North Dakota
State University; M.A., M.S., Saint Mary’s University-Rochester; A.B.D., Nova
Southeastern University.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of St.
Benedict; M.B.A., Ph.D., University of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University.
Sarah M. Ferguson (2005). Assistant Professor of Social Work. B.A., Drake University;
M.A., M.S.W., Ph.D., University of Minnesota.
Augsburg College Faculty 327
Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A.,
The American University; Ph.D., State University of New York – Albany.
Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
B ruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Michael O. Freeman (2002). Instructor, part time, Political Science. B.A., Rutgers College;
J.D., University of Minnesota.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.P.A., University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Ann L. Gar vey (1998). Vice President of Student Affairs. Instructor, part time, Business
Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D.,
University of Minnesota.
Annette M. Ger ten (1997). Assistant Professor of Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Keith F. Gilsdor f (2001). Associate Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The
University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
328 Augsburg College Faculty
Cher yl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of
Minnesota; M.A., College of St. Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages.
B.S., M.Ed., University of Minnesota.
Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester
Program. B.S., M.S., Winona State University.
Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B.,
Washington University; M.A., Ph.D., Harvard University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Gr undahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of
Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota;
Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Her for th (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garr y W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Augsburg College Faculty 329
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mar y A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M.,
Indiana University.
Mar y A. Hunt (2000). Studio Artist/Piano Accompaniment, part time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Ir vine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Ir vine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin,
LaCrosse; M.A., University of Nebraska.
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Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Mar y J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Instructor, part time, American Indian Studies. B.A.,
Metropolitan State University; M.A., University of St. Thomas.
Kia M.G. James (2003). Associate Professor of Nursing. B.A., B.S.N., St. Olaf College;
M.P.H., Ed.D., University of Minnesota.
William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
330 Augsburg College Faculty
Christopher J. Johnstone (2006). Assistant Professor of Education. B.S., State University of
New York-Plattsburgh; M.S., Syracuse University; Ph.D., University of Minnesota.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State
University.
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammer man (1986). Instructor, part time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M.,
Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mar y Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mar y A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State
University; M.S., Mankato State University; Ed.D., University of St. Thomas.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Augsburg College Faculty 331
Gregor y P. Kr ueger (2000). Instructor of Education. B.A., Southwest Minnesota State
University; M.A., Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
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Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and
Mary; M.A., Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part time, Master of Arts in Leadership and
Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West
Virginia University.
Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S.,
Valparaiso University; M.B.A., Ph.D., Indiana University.
Edward Bok Lee (2002). Instructor, part time, Communication Studies. B.A., University of
Minnesota; M.F.A., Brown University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cher yl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Karoline M. Lewis (2003). Instructor, part time, Religion. B.A., Northwestern University;
M.Div., Luther Seminary; A.B.D., Emory University.
Robert E. Lewis (2004). Instructor, part time, Business Administration. B.A., M.B.A.,
University of St. Thomas.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemar y J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
J. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Edward D. Lotter man (2005). Assistant Professor of Economics. B.A., M.S., University of
Minnesota.
332 Augsburg College Faculty
Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mar y E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A.,
University of Nebraska; E.D., University of St. Thomas.
Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of
Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin,
Superior; M.Div, Luther Seminary.
Ann L. Lutter man-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S.,
Purdue University; M.S., Colorado State University; Ph.D., Utah State University.
M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A.,
Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Craig D. Maus (2002). Instructor, part time, Business Administration. A.A., North
Hennepin Community College; B.S., Mankato State University; M.B.A., University
of St. Thomas.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
John C. McCaffrey (2000). Assistant Professor of Art. B.F.A., University of WisconsinMadison; M.F.A., University of Miami-Coral Gables.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of
Iowa.
Mar y Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Mer z (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Augsburg College Faculty 333
Diane M. Mikkelson (1997). Instructor, part time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Joyce P. Miller (2004). Assistant Professor, part time, Nursing. A.A., Rochester State Junior
College; B.S., M.A., Augsburg College.
Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician
Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary;
M.D., University of Minnesota.
Justin R. Newhall (2005). Instructor, part time, Art. B.F.A., Minneapolis College of Art and
Design; M.F.A., University of Minnesota.
Nor ma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
O
Mar y F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community
College; B.S., Bethel College; M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
Jack Osber g (1991). Instructor, Health and Physical Education. B.A., Augsburg College.
P
Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
334 Augsburg College Faculty
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed.,
University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of
Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College [now part of University of San
Francisco].
Cur tis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College;
M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Par y Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaf f (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
R
Larr y C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Augsburg College Faculty 335
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
B ruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberr y Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Barr y D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair
State University.
S
Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate
Professor of English. B.S., St. John’s University; M.A., University of New Orleans;
Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts.
B.A., M.A., M.F.A, University of Minnesota.
David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathr yn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian
University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s
College; Ph.D., University of Minnesota.
Charles M. Sheaf fer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Visiting Professor, part time, Political Science. B.A., University of
Texas; M.A., Ph.D., University of Wisconsin.
336 Augsburg College Faculty
Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College;
M.A., Saint Mary’s College.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State
University.
Beverly L. Smith-Keiling (2004). Assistant Professor of Biology. B.S., East Central
University; Ph.D., University of Minnesota.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Sandra F. Soltis (2005). Instructor of Education. B.S., Moorhead State University; M.S.,
Winona State University; Ph.D., University of Minnesota.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A.,
Ph.D., Northwestern University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John P. Stein (1992). Instructor, part time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg
College; M.S., University of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; M.S., Mankato State University.
Stuar t M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Theresa A. Stoller (2003). Instructor, part time, Business Administration. B.A., Augsburg
College.
Benjamin L. Stottr up (2005). Assistant Professor of Physics. B.A., University of Minnesota,
Morris; Ph.D., University of Washington.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-LaCrosse.
Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State
University; M.S., North Carolina State University; Ph.D., Cornell University.
Karen T. Sutherland (1999). Professor of Computer Science. A.B., Augustana College; two
M.S. degrees; Ph.D., University of Minnesota.
Augsburg College Faculty 337
Kathr yn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Mar yann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University;
M.S.W., Ph.D., University of Minnesota.
T
B renda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore;
M.S.W., University of Pennsylvania; Ph.D., University of Minnesota.
Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Robert K. Tom (2002). Associate Professor, part time, Art. B.F.A., University of Hawaii;
M.F.A., Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
Katherine A. Tunheim (2005). Instructor, part time, Business Administration. B.A.,
Concordia College, Moorhead; M.A., University of Wisconsin, Milwaukee.
U-V
Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
338 Augsburg College Faculty
W
David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State
University.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of
Nairobi, Kenya; Ph.D., University of Minnesota.
Andrew War d (2001). Instructor, part time, Business Administration/Philosophy. B.A.,
Luther College; M.A., Ph.D., University of Kansas.
Martha A. (Car y) Water man (1991). Instructor, part time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Luann Watson (2003). Instructor, part time, Nursing. A.A., Normandale Community
College; B.S., M.A.L., Augsburg College.
David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary;
M.A., University of Notre Dame.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline
University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of
Minnesota.
Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California,
San Diego; M.Div., Ph.D., Luther Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of
Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
X-Y-Z
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Associate
Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah.
Faculty Emeriti 339
FACULTY EMERITI
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Er nest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Ver n M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Nor man B. Fer guson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henr y G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerr y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
340 Faculty Emeriti
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Edwina L. Hertzber g. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Nor man D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley.
Marie O. McNef f. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Er win D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gor don L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Faculty Emeriti 341
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mar y Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
342
CAMPUS MAP
CAMPUS LOCATION
343
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the North—
Take Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-94 East from Minneapolis—
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
PUBLIC TRANSPORTATION
I-94 West from St. Paul—
Take Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the South—
Follow the I-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 22nd Avenue South.
Augsburg College is located near two
Metro Transit Light Rail stations: the
Cedar-Riverside station and the Franklin
Avenue station. In addition to light rail,
four Metro Transit bus lines keep Augsburg
easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more
information about Metro Transit schedules
and routes, call 612-373-3333 or go online
to <www.metrotransit.org>.
344
Index
Augsburg College, as affirmed in
its mission, does not discriminate
on the basis of race, color, creed,
religion, national or ethnic
origin, age, gender, sexual
orientation, marital status, status
with regard to public assistance,
or disability in its education
policies, admissions policies,
scholarship and loan programs,
athletic and/or school
administered programs, except
in those instances where religion
is a bona fide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodations to
its employees and its students.
346
INDEX
A
About Augsburg 10, 18
Academic Advising 42
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Excellence Scholarships 29
Academic Information 53
Academic Internships 67
Academic Policies and Procedures 70
Academic Progress, Probation and
Dismissal 89
Academic Skills Coaching 43-44
Access Center 45
Accessibility 18
Accounting 120-122
Accreditation and Memberships 11, 17, 18
Achievement Scholarships 30
Admissions 14, 20-22
Administrative Officers of the College 320
Advanced Placement Program Test (AP) 87
Advanced Transfer Students 76, 82
African American Student Services (see
Pan-Afrikan Student Services) 47
American Indian Studies 96-99
American Indian Student Services 46
American Sign Language 231
Anderson Hall 14, 50
Anne Pederson Women’s Resource Center
42
Application Procedures 20, 28
Applied Economics 153
Architecture Minor 101
Art 100-105
Art History 100, 104-105
Asian American Student Services (see Pan
Asian Student Services) 47
Assessment of Previous Learning (APL)
Program 87-88
Associated Colleges of the Twin Cities
(ACTC) 60, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletics and Sports 42
Audit Fee 24
Auditing Courses 86
Augsburg Core Curriculum 78-85, 106-107
Augsburg Experience 79
Augsburg First Year 78-79
Augsburg Seminar 78, 106
Augsburg Signature Curriculum 78-79, 106
B
Bachelor of Science (Liberal Arts
requirement modifications) 84-85
Beta Beta Beta 110
Biology 108-113
Board of Regents 318-319
Business (Master of Business
Administration) 69
Business Administration 114-119
Business Administration and
Economics Major 117, 153
Business Administration (Music Business
Specialization) 116, 240
Business Management Certificate 115
C
Calendar 4-7, 54
Campus Location 14, 18, 342-343
Campus Map 342-343
Campus Ministry 40
Campus Tours 20
Canadian Program 70
Career Services 68
Carlson (Jeroy C. Carlson) Alumni Center 15
Center for Global Education 64-65, 207-218
Center for Learning and Adaptive Student
Services (CLASS) 43
Center for Service, Work, and Learning
66-68
Certificates 69 (MBA), 101, 115
Change of Program 73
Chemistry 129-134
Chinese 231
Chapel 15, 42
Choir 253
Christensen Center 14, 41
Class Schedule 94
Classification (Class Year) 87
Clinical Laboratory Science 135-140
Coaching Endorsement 186
College Costs 2006-07 Day 24-25,
WEC 25-26
College Level Examination Program
(CLEP) 87
College of the Third Age 16, 70
Commencement 90
Commons 50
Communication Studies 141-147
Communication Arts/Literature Teacher
Licensure 60, 144, 160
Community Service-Learning 67
Community Studies Concentration
(Sociology) 299
Computational Economics 148-149
Computational Philosophy 149, 261
Computer Science 147-151
Concert Band 253
Connections Courses 106-107
Continuing Education Program 70
Cooperative Education 67, 108
Index 347
Core Curriculum 78-85, 106-107
Costs 24-26
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 94-316
Course Numbers 94
Credits 94
Crime and Deviance Concentration
(Sociology) 299
Crossover Registration 72
Cultural Anthropology Concentration
(Sociology) 299
D
Dance and Theatre Teacher Licensure Major
307
Dean’s List 89
Degrees Offered 18, 54
Departmental Comprehensive Exams 87
Departmental Honors (see each major)
Departments and Programs 94-316
Deposits 25
Development 8
Directed Study 96
Directory 8
Directory Information 91-92
Disability Services 43-44, 45-46
Dismissal 89
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14-16, 49-50
Dual Degree Programs 59, 169-170
E
Early Admission of Freshmen 21
Economics 152-156
Economics/Business Admin. Major 117, 153
Economics/Political Science Teaching Major
272
Edor Nelson Field 15
Education 157-168
Education for Service 11
Education (Master of Arts) 68
Elementary Education 158-160, 162-164
Emotional/Behavioral Disabilities 166-168
Employment 33
Engaging Minneapolis 78
Engineering 169-170
English 171-184
English Language Learners (ELL) 88-89
English Placement Test 174
Enrollment 18
Enrollment Center 8, 72
Enrollment Degree Verification 90
Enrollment Deposit 25
Ensembles 253
Entry-level Skills 80-81, 107
Ethnic Student Services 46-47
Evaluation and Grading 85-87
Evangelical Lutheran Church in America
(ELCA) 11, 18, 319
Experiential Education Programs 66-68
Explanation of Grades 85-87
Exploring Our Gifts (Vocation) 40
F
Facilities and Housing 14-17, 50
Facts and Figures 18
Faculty 18, 55, 322-341
Faculty Emeriti 339-341
FAFSA (Free Application for Federal Student
Aid 28
Family Educational Rights and Privacy Act
(FERPA) 51, 91-92
Federal Work Study Program 33
Fees 24-26
Film 142-143
Finance 122-123
Finance Certificate 115
Financial Aid 18, 28-38
Financial Policies 26-28
Fine Arts 41
Fitness Center 49
Food Service 50-51
Foreign Languages (See Modern Languages)
Forensics 142
Former Students 22, 74-75
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 84,188
French 230-232
Freshmen 20-21
G
Gage Center for Academic Achievement 42
German 230, 233-234
Gift Assistance 31
GLBTQA 48
Global Education Center 15, 64-65,
207-218
Global Education Program
Courses 64-65, 207-218
Grade Point Average 77, 87
Grading 85-86, 87
Graduate Programs 68-69
Graduation (Applying for) 76-77
Graduation Skills Requirements 80
Graduation Requirements 76-85
Grants 31
Graphic Design Certificate 101
Gymnasium (Melby Hall) 15
348 Index
H
L
Health and Physical Education 185-189
Health Clinic Services 48
Health Education 185-187
Health Insurance 48
Health Promotion 48-49
HECUA Courses 65-66, 208, 216-218
Higher Education Consortium for Urban
Affairs (HECUA) 65-66, 208, 216-218
Hispanic/Latino Student Services Program
47
History 190-196
History of Augsburg College 10-12
Honors (Departmental—see each major)
Honors (Latin) 90
Honors Program 62, 197-202
Housing 14-16, 25, 49-50
Hoyt Messerer Fitness Center 49
Human Relations (Communication Studies)
142
Language Courses 230-237
Latin Honors 90
Leadership (Master of Arts) 68
Leadership Studies Minor 203
Leadership, Service, and Performance
Scholarships 30
Learning Disabilities (Special Education)
166-168
Learning Disabilities Program 43
Liberal Arts (Bachelor of Science Waiver)
84-85
Liberal Arts Foundation 79-80, 82-83
Library and Information Technology 15,
18, 55-56
Licensure (Teaching) 60, 157-168, 254-255,
292
Life Sciences 109
Lifetime Fitness 84, 188
Lindell Library 15, 18, 55-56
Loan Assistance 32
Location 14, 18, 342, 343
Lutheran Congregational Scholarships 31
I
Ice Arena 15
Incomplete Grade 86
Independent Studies 95, 96
Information Technology Certificate 115
Information Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 16
Intercollegiate Athletics 42
Interdisciplinary Studies 202-204
International Baccalaureate Program (IB) 87
International Business Minor 117
International Business Specialization
(Business Administration) 110
International Business Concentration
(International Relations) 206
International Partners 65, 207-208
International Relations 205-206
International Student Advising 49
International Students 22, 49
International Studies 207-218
Internships 66-67, 95-96
Intramural Athletics 42
J
Japanese 234
Jeroy C. Carlson Alumni Center 15
John Evans Learning Laboratory 44
K
Karen M. Housh Tutor Center 44
Keystone (Senior Keystone) 79, 106
M
Majors and Minors 10, 56-60, 94-316
Management Information Systems 124-126
Management Specialization (Business
Administration) 116
Managerial Accounting 120
Many Voices Project 79
Maps 342, 343
Marketing 116 (WEC), 126-128
Marketing Communication (Communication
Studies) 142
Mass Communication and Journalism
(Communication Studies) 142
Master’s Degrees 54, 68-69
Math Placement Group (MPG) 80-81, 221
Mathematics 219-224
Medical Refund 27
Medieval Studies 225-226
Melby Hall 15
Memberships 17, 18
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 16
Metro-Urban Studies 227-229
Middle East Studies Minor 203
Military Called to Active Duty 73-74
Minnesota Indian Teacher Training
Partnership (MNITTP) 46-47
Minnesota Work Study Program 33
Minors 59, 94-316
MIS Courses 124-126
Mission Statement 10
Index 349
Modern Language Skill 81
Modern Languages 230-237
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy’s Grill 51
Music 238-253
Music Business 116, 240
Music Education Major 241-242
Music Ensembles 251-253
Music Hall 15
Music Performance Major 243
Music Repertoire Tests 245
Music Therapy Equivalency/Certification
244
Music Therapy Major 243-244
N
National Student Clearinghouse 90
Natural Science Teaching Licensures
254-255
New Hall 15, 50
No-Credit Grades 85-86
Nordic Area Studies 256-257
Norwegian 230, 234-235
Notification of Admissions Decision 21
Numeric Grades 85
Numbering of Courses 94
Nursing 258-260
Nursing (Master of Arts) 68
O
Off-Campus Programs 18
Officers of the College 320
Official Notices 51
Ojibwe 236
Old Main 16
Orchestra 253
Organizational Studies Concentration
(Sociology) 299
Organizational Communication
(Communication Studies) 141
Orientation 41
P, Q
Pan-Afrikan Student Services 47
Pan-Asian Student Services 47
Part-Time Students 24
Pass/No Credit 77, 85-86, 90
Pastor 40
Payments 26
Peace and Global Studies Minor 205
Performance Studies 251-253
Philosophy 261-264
Physical Disabilities Program (Access Center)
45
Physical Education 186, 188-189
Physical Science Teaching Licensure 60,
130, 254-255, 267
Physician Assistant Studies (Master of
Science) 69
Physics 265-270
Piano Proficiency Test 245
Policies 17, 18, 26-28, 51-52, 70-76, 85-87,
89-92
Political Science 271-277
Political Science/Economics teaching major
272
Portfolio Assessment Program 88
Pre-Law Concentration (Political Science)
271-272
Pre-Professional Programs 60-61
Prerequisites 95
President’s Greeting 2
Probation 89
Psychology 278-282
Psychology and Law Concentration 279
Public Accounting 120
Public Relations and Advertising
(Communication Studies) 142
R
Re-Admitted Students 22, 74-75
Recitals 245
Refunds 26-27
Regents 318-319
Registration 70-73
Religion 283-291
Religious Affiliation 11, 18, 319
Repeated Courses 86
Research Opportunities 45
Residence Life Program (see also
Housing) 49-50
Residence Requirements 77
Retaking courses 86
Rochester Program 13-14, 71-72
Room and Board 24
ROTC 62-63
S
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies Team 65, 216
Scholarships 29-31, 33-38
School Year 4-7, 18
Science Hall 16
Secondary Education 160-162, 164-165
Senior Keystone 79, 106
Service-Learning 67
Sigma Pi Sigma 267
Skills Requirements 80-81, 84-85, 107
Social, Cultural, Recreational Activities 41
Social Psychology Concentration 279, 300
350 Index
Social Studies 292
Social Welfare Minor 294
Social Work 293-297
Social Work (Master of Social Work) 69
Society of Physics Students 267
Sociology 298-303
Space Physics 266
Spanish 230, 236-237
Special Education 166-168
Special Interest Housing 50
Special Students (Non-Degree or Second
Degree) 22
Sponsored Scholarships 33-38
Sports 42
StepUP Program 46
Student-Designed Major 56-57
Student Employment 33
Student/Faculty Ratio 18
Student Government 40-41
Student Life 39-52
Student Rights 51-52, 91-92
Student Standards of Behavior, Complaints,
Records 51
Student Standing Committee 74
Student Support Services (TRIO) 44-45
Student Teaching Abroad 66, 157
Studio Art 100-105
Study Abroad 63-66, 207-218
Summer Session 8, 66
Supervisory Management (Communication
Studies) 141
Support Programs 42-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
T
Teaching Licensure (see also individual
majors) 60, 157-168, 254-255, 292
Test Scores 20
Theatre Arts 304-312
Theatre Practicums 305-306, 311-312
Transcripts 20, 21, 25
Transfer Students 21-22, 75-76
TRIO Program 44-45
Tuition, Fees, Room and Board 24-25
Tutor Center 44
U
Undergraduate Research and Graduate
Opportunity (URGO) 45
Unofficial Withdrawal 27-28
Urban Studies 227-229
Urness Hall 16, 50
V
Veterans 91
Vocation 40
W
Weekend College 12-13, 21, 25-26, 71-73
Withdrawal From College 26-27, 73
Women’s Resource Center 42
Women’s Studies 313-315
Work Study Program 33
Writing Concentration 172, 173
X, Y, Z
Youth and Family Ministry Major 289-291
Show less
Augsburg College
Undergraduate Catalog
2008-2010
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College
undergraduate education and
its curriculum. Although
information... Show more
Augsburg College
Undergraduate Catalog
2008-2010
OFFICIAL PUBLICATION OF
AUGSBURG COLLEGE
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer
most questions students have
about Augsburg College
undergraduate education and
its curriculum. Although
information was current at
the time of publication, it is
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
College, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2008
www.augsburg.edu
A Greeting
from the President
Stephen Geffre
A college catalog is a wonderful text,
full of detail and data that offer all of us a
map to our lives together as a college
community.
What has prompted you to study this
map of Augsburg College? If you’re already
enrolled at Augsburg, I trust that you will
continue to find here the awe and wonder
of an educational experience that is meaningful and challenging. I hope that you will
be reminded of the relationships and commitments you have formed at Augsburg —
they will last a lifetime. I also hope that you
find in this map signposts of the progress
you have made in your vocational journey and that you will continue to believe that
you have rightly chosen Augsburg as the community in which you will spend time for
the next several years.
If you are studying this map to find out more about Augsburg College and an
Augsburg education, welcome. I believe you will find it not only tells you about the
character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the
heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our
College both serves and thrives. As you study here, you will find a setting that not
only provides remarkable learning opportunities, but one in which you will be able to
share you own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action
and unite the liberal arts with the practical in preparing students as faithful citizens in
a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking —
will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us
who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can
find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
Table of Contents
Academic Calendar – 4-7
Directory – 8
Introducing Augsburg – 9
Facts and Figures – 19
Undergraduate Admissions – 21
Day College – 22
Weekend College – 23
Financing Your Education – 27
Student Life – 37
Academic Information – 53
Departments and Programs – 98
Includes majors, minors,
and course descriptions
College Information – 339
Board of Regents – 340
ELCA Program Unit for
Vocation and Education – 341
Faculty and Administration – 342
Faculty Emeriti – 366
Maps – 369, 370
Index – 371
4
2008-2009 ACADEMIC CALENDAR,
DAY PROGRAM (AND PA PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2008
Summer........................................First-year registration
Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation
Sept. 3/Wed. ................................Classes begin
Oct. 24/Fri. ..................................Mid-term break (one day only)
Nov. 10-26/Mon.-Wed. ................Registration for spring
Nov. 27/Thurs. ............................Thanksgiving recess begins
Dec. 1/Mon. ................................Classes resume
Dec. 12/Fri. ..................................Classes end
Dec. 15-18/Mon.-Thurs. ..............Final exams
Spring Term 2009
Jan. 12/Mon. ................................Classes begin
Mar. 16/Mon. ...............................Mid-term break begins
Mar. 23/Mon. ...............................Classes resume
Apr. 6-17/Mon.-Fri. .....................Registration for fall
Apr. 10/Fri. ..................................Easter break begins
Apr. 24/Fri. ..................................Classes end
Apr. 27-30/Mon.-Thurs. .............Final exams
May 2/Sat. ....................................Baccalaureate/Commencement
2009-2010 ACADEMIC CALENDAR,
DAY PROGRAM (AND PA PROGRAM)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2009
Sept. 9/Wed. .................................Classes begin
Oct. 23/Fri. .................................Mid-term break (one day only)
Nov. 26/Thurs. .............................Thanksgiving recess begins
Nov. 30/Mon. ...............................Classes resume
Dec. 11/Fri. ..................................Classes end
Dec. 14-17/Mon.-Thurs. ..............Final exams
Spring Term 2010
Jan. 11/Mon. ................................Classes begin
Mar. 15/Mon. ...............................Mid-term/Easter break begins
Mar. 22/Mon. ...............................Classes resume
Apr. 23/Fri. ..................................Classes end
Apr. 26-29/Mon.-Thurs. .............Final exams
May 1/Sat. ....................................Baccalaureate/Commencement
5
6
2008-2009 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (NOT INCLUDING THE PA
PROGRAM AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2008
Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9,
Nov. 21-23, Dec. 5-7
Winter Term 2009
Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15,
Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22
Spring Term 2009
Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7,
Jun. 19-21, Jun. 26-27 (MSW only)
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
2009-2010 ACADEMIC CALENDAR,
WEEKEND COLLEGE AND GRADUATE
PROGRAMS (NOT INCLUDING THE PA
PROGRAM AND MBA)
The academic calendar is subject to change. Refer to the registrar’s Web page
for updated calendar and registration information at
<www.augsburg.edu/enroll/registrar>.
Fall Term 2009
Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22,
Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks)
Winter Term 2010
Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14,
Mar. 26-28
Spring Term 2010
Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20,
Jun. 25-27
NOTE: For Rochester programs, reference the registrar’s Web page at
<www.augsburg.edu/enroll/registrar>.
7
8
DIRECTORY
Area Code
612
Access Center ................................................................................................................330-749
Academic Advising......................................................................................................330-1025
Academic Enrichment.................................................................................................330-1165
Academic Affairs .........................................................................................................330-1024
Admissions Offices
Office of Undergraduate Admissions (Day College)........................................... 330-1001
Toll-free number........................................................................................1-800-788-5678
Office of Adult and Graduate Admissions ..........................................................330-1101
Augsburg for Adults....................................................................................................330-1782
Alumni Relations.........................................................................................................330-1178
Toll-free number........................................................................................1-800-260-6590
Athletics ......................................................................................................................330-1249
Campus Activities and Orientation ............................................................................330-1111
Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053
Center for Service, Work, and Learning.....................................................................330-1148
Classroom Services......................................................................................................330-1219
College Pastor/Campus Ministry ................................................................................330-1732
Counseling and Health Promotion .............................................................................330-1707
Development (financial gifts to the College)..............................................................330-1613
Toll-free number........................................................................................1-800-273-0617
Enrollment Center.......................................................................................................330-1046
Toll-free number........................................................................................1-800-458-1721
Event Services .............................................................................................................330-1107
Facilities Management ................................................................................................330-1041
Financial Aid (scholarships and other aid) ................................................................330-1046
General Information (other office numbers; business hours only)............................330-1000
Fax ....... ...............................................................................................................330-1649
Graduate Studies .........................................................................................................330-1101
Human Resources........................................................................................................330-1058
Lost and Found ...........................................................................................................330-1000
Marketing and Communication..................................................................................330-1180
Parent and Family Relations .......................................................................................330-1525
President’s Office .........................................................................................................330-1212
Registrar ......................................................................................................................330-1036
Residence Life (Housing)............................................................................................330-1488
Rochester Campus ...............................................................................................507-288-2886
StepUP ........................................................................................................................330-1405
Student Affairs.............................................................................................................330-1160
Student Government...................................................................................................330-1110
Summer Session ..........................................................................................................330-1046
TRIO/Student Support Services ..................................................................................330-1311
Weekend College ........................................................................................................330-1101
Mailing address:
2211 Riverside Avenue
Minneapolis, MN 55454
Website:
www.augsburg.edu
Introducing
Augsburg College
About Augsburg – 10
Augsburg for Adults
Weekend College – 13
Rochester Campus – 14
Partner Hospitals Program – 14
Campus Location – 14
Facilities and Housing – 15
Associated Support
Organizations – 17
Policies – 17
Accreditation and
Memberships – 18
Facts and Figures – 19
10
ABOUT AUGSBURG
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is the
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Augsburg graduates
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering your Gifts and Talents
The heart of an Augsburg education is
the Augsburg Core Curriculum — designed
to prepare students to become effective,
informed, and ethical citizens. Through
“Search for Meaning” courses, students
explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a
lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a
few.
Thanks to Augsburg’s prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—
or you can create your own major, either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, the College of
St. Catherine, Hamline University,
Macalester College, and the University of
St. Thomas.
Weekend College offers 17 majors and
five certificate programs.
MISSION STATEMENT .
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, “Education for Service,”
and to the mission of the College:
“To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community.”
HISTORY .
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg’s first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg’s next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg’s theme
for over 130 years.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg’s second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College’s mission assumed a double character: ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War II, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern
college program based on general education requirements and elective majors.
With curriculum change came a concerted
effort to become accredited. Full accreditation was achieved in 1954.
A study in 1962 defined the College’s
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church. Subsequently,
the American Lutheran Church merged
12 About Augsburg
with two other Lutheran bodies in 1988 to
form the Evangelical Lutheran Church in
America.
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, Christensen Center, Ice Arena,
and Murphy Place.
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
Dr. William V. Frame became president
in August 1997 and retired in 2006. Under
his leadership, the College sharpened its
identity as a college of the city, providing
an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world.
Dr. Paul C. Pribbenow became the 11th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages — in
the midst of a great city — to be faithful citizens of the world.
AUGSBURG TODAY .
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
• An Augsburg education should be
preparation for service in community and
church;
• Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
• The city—with all its excitement,
challenges, and diversity—is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now over 20,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to Augsburg’s traditional
undergraduate program of liberal arts and
sciences, Augsburg offers master’s degree
programs in business, education, leadership, nursing, physician assistant studies,
and social work. For information on graduate programs, go to www.augsburg.edu.
Undergraduate education is offered
both on weekday semester programs, and
alternate weekend trimester programs. The
graduate programs generally follow the
trimester schedule.
About Augsburg 13
In addition to its Minneapolis campus,
Augsburg has a branch campus in
Rochester, Minn., and offers a bachelor’s
completion degree in nursing in the Twin
Cities at United, Mercy, and Unity hospitals.
AUGSBURG FOR ADULTS .
Augsburg for Adults is focused on all
adult-centered educational programs, from
community seminars to graduate degrees.
Adult students, who are recognized as
learners from age 25 to 60-plus, have different educational needs and goals than
traditional-aged students, and Augsburg for
Adults assists adult learners in their educational journey, whether they take classes in
the traditional weekday undergraduate program or one of the Augsburg for Adults
programs listed below. For information on
Augsburg’s master’s degree programs, see
the Augsburg College Graduate Studies
Catalog.
Augsburg for Adults aims to evaluate
how each program fulfills students’ needs
and to bridge any gaps in providing quality
education and student services.
■ WEEKEND COLLEGE
Augsburg’s Weekend College (WEC)
offers the same undergraduate degree as in
the traditional weekday program on alternate weekends as an opportunity for adults
who want to complete a baccalaureate
degree, but who work or have other commitments during the week. Some classes
may meet on weekday evenings. It is a
means by which men and women can gain
skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the
liberal arts.
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today, with approximately 1,000 students
enrolled each term and 17 majors, WEC is
one of the largest programs of its type
among Minnesota private colleges.
Augsburg’s Weekend College understands that adult students are resourceful
and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods
of concentrated, on-campus study as well
as time for independent study and class
preparation. Most courses include a Webbased course management site.
Alternate Weekend Schedule
To meet the needs of nontraditional
students, classes generally meet on alternate weekends for three-and-a-half to four
hours on either Friday evening, Saturday
morning, Saturday afternoon, or Sunday
afternoon. Laboratory sections or additional class hours may be scheduled during the
week. WEC students may take from one to
four courses each term. Selected courses
are also available on weekday evenings and
are open to both Day and Weekend
College students. The WEC academic year
is divided into three trimesters.
A Community of Learners
Essential to the goals of Augsburg’s
Weekend College is participation in a community of adult learners. This community
in enriched by the presence of men and
women with a variety of work and life
experiences. To facilitate this kind of community interaction, Augsburg encourages
WEC students to make use of College
facilities, such as Lindell Library and the
Christensen Center, and to participate in
academic and co-curricular activities, such
as the student newspaper, travel seminars,
student organizations, and fine arts. The
WEC student body elects its own leaders
and a WEC Student Senate.
14 About Augsburg
Weekend College Faculty
The heart of any educational institution
is its faculty, and the WEC faculty are fulltime Augsburg professors as well as
adjunct faculty who bring professional
experience to their teaching. Most faculty
hold the doctorate or other terminal
degree, and all consider teaching to be the
focus of their activities at the College.
Professors are involved in social, professional, and a variety of research activities,
but these support and are secondary to
their teaching. Faculty are actively
involved in a dynamic faculty development
program that introduces them to best practices in teaching and learning techniques
and theories.
Augsburg’s small classes encourage its
tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in
campus activities.
■ ROCHESTER CAMPUS
Augsburg’s branch campus in Rochester
was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In
Rochester, six undergraduate majors, plus
a certificate program in business management are offered.
The Rochester campus classrooms and
offices are located at Bethel Lutheran
Church (ELCA), a few blocks south of the
heart of the city. Rochester contains
approximately 100,000 residents and
enjoys a rich ethnic diversity and superior
technological resources.
Augsburg classes in Rochester meet on
a trimester schedule, on weekday evenings
and on occasional Saturdays, making them
accessible to working adults. Several complete degree programs are available
through the Rochester campus. In addi-
tion, students may work on a variety of
other majors through a combination of
Rochester-based courses and courses taken
in the Day or WEC program in
Minneapolis.
Students at the Rochester campus are
Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell
Library databases to the use of online
course management software. Information
about the Rochester campus is available at
www.augsburg.edu/rochester or by calling
the Rochester office at 507-288-2886.
■ PARTNER HOSPITALS PROGRAM
Also within Weekend College,
Augsburg offers a bachelor’s completion
degree in nursing for registered nurses at
three area hospitals, making their education convenient to their workplace. Classes
are taught at United Hospital in St. Paul,
with videoconferencing of these classes to
classrooms in Mercy Hospital in Coon
Rapids and Unity Hospital in Fridley.
■ COLLEGE OF THE THIRD AGE
In 1976, Augsburg initiated one of the
first programs in the country that offers
classes for older adults, taught in their
neighborhoods at churches and senior residences. A variety of classes is offered, and
many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located at 620 21st. Ave.
■ CAMPUS LOCATION
Augsburg’s campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the “City of Lakes.” The
University of Minnesota West Bank campus and one of the city’s largest medical
complexes—University of Minnesota
Medical Center, Fairview—are adjacent to
About Augsburg 15
Augsburg, with the Mississippi River and
the Seven Corners theatre district just a
few blocks away. Downtown Minneapolis
and St. Paul, home to a myriad of arts,
sports, entertainment, and recreational
opportunities, are just minutes west and
east via Interstate 94, which forms the
southern border of the campus. (See map
on page 369.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Augsburg is located just blocks away from
two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
■ FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunnel/ramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, Lindell Library, Oren
Gateway Center, and the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication.
Admissions Offices — The Office of
Undergraduate Admissions for Day College
is located on the first floor of Christensen
Center. The Office of Adult and Graduate
Admissions for Weekend College, the
Rochester Campus, the Partner Hospitals
program, and Graduate Studies is located
at 624 21st Ave.
Anderson Hall (1993) — Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. 8th
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies; the Center for Service,
Work, and Learning; and the Office of
Marketing and Communication.
College of the Third Age and InterRace — This house, located at 620 21st
Avenue, provides office space for these two
programs.
Counseling and Health Promotion
— The Center for Counseling and Health
Promotion (CCHP) offers programs and
services that enhance student learning by
promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967) — The
College center, with spacious lounges and
recreational areas, dining areas, art gallery,
and offices for student government and
student publications. The Office of
Undergraduate Admissions is located on
the first floor.
Edor Nelson Field — The athletic
field, located at 725 23rd Avenue, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
(1988) — The Foss Center is named in
recognition of the Julian and June Foss
family. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
Center for Learning and Adaptive Student
Services (CLASS).
Ice Arena (1974) — Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
16 About Augsburg
Kennedy Center — Completed in
2007 as a three-story addition to Melby
Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art
wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library
(1997) — This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. The
library is located on the corner of 22nd
Avenue and 7th Street.
Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a
three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that
houses juniors and seniors in units from
efficiencies to two-bedroom suites.
Melby Hall (1961) — Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness Center,
and general auditorium purposes. The
Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973) — Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964) —
Murphy Place is home to the three of the
four components of the Office of
International Programs: Center for Global
Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color: American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
Hispanic/Latino Student Services.
Music Hall (1978) — Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
Old Main (1900) — Home for the
modern languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center — Dedicated
in 2007 and named for lead donors and
alumni Don and Beverly Oren, it is home
for the StepUP program, Institutional
Advancement offices, the Alumni and
Parent and Family Relations Offices,
Augsburg for Adults Office, and substancefree student housing. It also houses the
Barnes & Noble Augsburg Bookstore, Nabo
Café, Gage Family Art Gallery, and the
Johnson Conference Center.
Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a
medium-sized auditorium; faculty offices,
administrative offices, and various other
program offices.
Sverdrup Hall (1955) — Named in
honor of Augsburg’s fourth president, it
contains the Enrollment Center and
Academic Advising, as well as classrooms
and faculty offices.
About Augsburg 17
Sverdrup-Oftedal Memorial Hall
(1938) — Built as a dormitory and named
in honor of Augsburg’s second and third
presidents, it contains the President’s
Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967) — Named in
honor of Mr. and Mrs. Andrew Urness, this
tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,”
providing 36 residents, housed two to a
room, with their own lounge, study, and
utility areas.
■ ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
programs that increase both individual and
group understanding and achievement.
Inter-Race: The International
Institute for Interracial Interaction —
Inter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 620
21st Avenue.
■ POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg’s
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
612-330-1058.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
18
■ ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• Commission on Collegiate Nursing
Education
• Council on Social Work Education
(B.S. and M.S.W.)
• National Accrediting Agency for
Clinical Laboratory Sciences
(NAACLS)
• National Association for Music
Therapy, Inc.
• National Council for Accreditation of
Teacher Education
• Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Augsburg College is an institutional
member of the:
• American Association of Colleges and
Universities (AACU)
• Association of Physician Assistant
Programs
• Council of Independent Colleges
(CIC)
• National Association of Schools of
Music (NASM)
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, Minnesota Private College
Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office
of Higher Education pursuant to sections
136A.61 to 136A.71. Registration is not an
endorsement of the institution. Credits
earned at the institution may not transfer
to all other institutions.
AUGSBURG COLLEGE FACTS AND FIGURES
■
■
■
■
■
■
■
■
■
■
Location—Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation—The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 16 percent represent the
Roman Catholic Church, and 21 percent
represent other denominations and religions.
Accreditation—The Higher Learning
Commission of the North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Accreditation Review
Commission on Education for the
Physician Assistant (ARC-PA). Approved
by the American Chemical Society,
Council on Social Work Education,
National Association for Music Therapy,
Inc., National Association of Schools of
Music, and the Commission on
Collegiate Nursing Education.
Member—Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Office of
Higher Education, as described on page
17.
Enrollment (Fall 2007)—3,872 students from 40 countries.
Graduates—20,627 graduates from
1870 through August 2007.
Student/Faculty Ratio—14 to 1.
Undergraduate class size averages 13
(WEC)-17 (Day).
Campus—18 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility—Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 12 major buildings
without going outside.
Degrees Granted—B.A., B.S., B.M.,
M.A., M.B.A., M.S., M.S.W.
■
■
■
■
■
■
■
Financial Aid—Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library—Over 190,000 items, direct
access to over 2,500,000 through CLIC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
School Year—Two semesters from
September to May, and three summer
school sessions. Augsburg for Adults:
Three trimesters, September to June, for
Weekend College, Rochester campus and
most graduate programs.
Majors—More than 50 majors in 35
departments and programs.
Off-Campus Programs—The Office
of International Programs offers study
abroad programs throughout the
world, including Augsburg’s own
Center for Global Education and
International Partners programs.
Augsburg is also a member of the
Higher Education Consortium for
Urban Affairs (HECUA).
Athletic Affiliation—Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division III.
Policy—Augsburg College, as affirmed
in its mission, does not discriminate on
the basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
19
20
Undergraduate
Admissions
For Day College First-Years – 22
Early Admission
of First-Years – 23
For Weekend College – 23
For Transfer Students – 23
For Former Students – 24
For Special Students – 24
(Non-Degree)
For International Students – 24
22
UNDERGRADUATE ADMISSIONS
A
ugsburg College strives to create a
strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg
College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, first-year and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg’s Day College admissions
staff is ready to help students and families
with college planning. Call any weekday
between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678.
We’ll answer your questions and arrange a
tour for you (including most Saturday
mornings during the school year). The
Office of Undergraduate Admissions is
located on the first floor of the
Christensen Center.
For Weekend College admission information, call 612-330-1101.
APPLICATION PROCEDURES.
■ DAY COLLEGE FIRST-YEARS
Application for Admission—
Applicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refund-
able $25 application fee. Students may
apply online at
<www.augsburg.edu/apply/day>.
Transcripts—An official transcript
from the high school is required of firstyear applicants. First-year applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institutions should also be
sent. General Education Development
(GED) scores may be presented instead of
the high school transcript.
Test Scores—First-year applicants are
required to submit results from a college
entrance examination. The American
College Test (ACT) is preferred; results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations — Two letters of
academic recommendation are required. If
the applicant has been out of school for
several years, a letter may be submitted by
a supervisor, employer, or other person for
whom the applicant works.
Additional Information—If there
is personal information that may have
affected the applicant’s previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
On occasion, the Admissions Committee
may defer a decision on a candidate’s admission until other information has been
received. For example, more recent test
scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Undergraduate Admissions 23
Notification of Admissions Decision—
Augsburg College uses a “rolling” admissions plan. The first offers of admission
are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the
application file is complete and has been
evaluated by the Admissions Committee.
Confirmation of Admission—
Accepted students are asked to make a
$150* enrollment deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit along
with the housing contract to the Residence
Life Office.
*Non-refundable after May 1.
Early Admission of First-years
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for first-year applicants
and arrange a personal interview with the
director of undergraduate admissions.
■ WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Adult and Graduate Admissions
Office. Students may apply online at
<www.augsburg.edu/apply/weekend>.
Transcripts — Official transcripts from
all previous postsecondary institutions
should be sent directly to the Augsburg
Adult and Graduate Office. Applicants
with less than one year of previous transferable college work should also have their
official high school transcript sent. The
GED test certificate may be presented
instead of the high school transcript.
Additional Information — If there is
personal information that may have affected the applicant’s previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
— Augsburg College uses a “rolling”
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
■ TRANSFER STUDENTS
A cumulative grade point average
(GPA) of at least 2.50 (on a 4.0 scale) in
previous college work is recommended for
admission to the College. No student who
falls below the standards for automatic
admission to the College will be considered for admission by the Admissions
Committee after August 15 for entry in fall
semester or December 15 for entry in
spring semester. Information regarding
transfer credit policies is found in the
24 Undergraduate Admissions
Academic Information section of the catalog, beginning on page 53.
■ FORMER STUDENTS
Day students who have interrupted
attendance at Augsburg College for one
semester or more, and WEC/United/
Rochester students who have interrupted
attendance at Augsburg College for three
trimesters or more, must apply for readmission through the registrar’s office to
resume attendance. Students who have
attended other institution(s) during their
absence from Augsburg must have an official transcript sent from each institution to
the Office of the Registrar. Returning students do not pay the application fee.
■ SPECIAL STUDENTS
(NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar’s office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
Students who have graduated from
Augsburg who are returning to complete a
second major will not be awarded a second
degree unless it is a different degree from
the first awarded. Minors are not noted on
the transcript if they are completed after a
baccalaureate degree has been awarded.
■ SPECIAL STUDENTS
(SECOND DEGREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student’s previous
degree, completion of a second major
(non-degree) may also be an option.
■ INTERNATIONAL STUDENTS
International students are a vital part of
the Augsburg community. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and financial requirements. All applicants
must provide proof of financial solvency.
Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1 for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free); e-mail
<admissions@augsburg.edu>; or write to:
International Student Admissions
CB 143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college
or university outside of the United States
need to obtain a foreign credential evaluation by contacting one of the services listed
below. These organizations will examine
transcripts and prepare a report of U.S.
Undergraduate Admissions 25
course and grade equivalencies. Augsburg
College will use this information in its
admissions review and will grant transfer
credit where appropriate.
Augsburg will accept evaluations performed by any of these agencies:
World Education Services, Inc.
Website: www.wes.org
Bowling Green Station
P.O. Box 5087
New York, NY 10274-5087
Phone: 212-966-6311
Fax: 212-966-6395
Educational Credential Evaluators, Inc.
Website: www.ece.org
P.O. Box 514070
Milwaukee, WI 53202-3470
Phone: 414-289-3400
Fax: 414-289-3411
Global Credential Evaluators, Inc.
Website: www.gcevaluators.com
P.O. Box 9203
College Station, TX 77842-9203
Phone: 800-517-4754
Fax: 512-528-9293
International Education Research
Foundation
Website: www.ierf.org
P.O. Box 3665
Culver City, California 90231-3665
Phone: 310-258-9451
Fax: 310-342-7086
Foundation for International Services,
Inc.
Website: www.fis-web.com
14926 35th Ave West, Suite 210
Lynnwood, WA 98087
Phone: 425-487-2245
Fax: 425-487-1989
26
Financing Your
Education
Day College Costs
Tuition and Fees – 28
Room and Board – 28
Other Special Fees – 28
Deposits – 29
Weekend College Costs – 29
Payments – 30
Financial Policies
Refunds – 30
Financial Aid
How and When to Apply – 32
Kinds of Aid
Academic Excellence
Scholarships – 33
Achievement Scholarships – 34
Leadership, Service,
and Performance
Scholarships – 34
Lutheran Congregational
Scholarship Program – 34
Gift Assistance – 35
Loan Assistance – 35
Student Employment – 36
28
FINANCING YOUR EDUCATION
A
ll students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in gifts—
from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
COLLEGE COSTS 2008-2009.
DAY COLLEGE.
The Board of Regents has approved the
costs listed below for the 2008-09 academic
year. The board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
■ DAY COLLEGE TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment) ............$25,610
This rate applies to all full-time students
attending in September 2008. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 3,150
This rate applies to students taking fewer
than three courses in a semester. Part-time
students taking lifetime sports are charged
$180 for that course.
Audit Fee
(for part-time students)
per course................................$
770
Full-time students—see audit policy on
page 90.
Room Rent
(on average, includes basic
services) ..................................$ 3,658
(Detailed room rates and housing options
are available through the Office of
Residence Life.)
Full Board
(19 meals a week) ..................$ 3,503
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week) ..................$ 3,414
Flex 5 point plan ....................$ 3,120
Student Activity Fee................$
180
ACTC Bus
(full-time students only) ..$
13
Information Technology Fee ..$
300
■ OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 90
Late Registration ..............................$ 200
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Financial Information 29
Overload Fee
(per course credit over 4.5,
Day and WEC/Rochester/United
combined) ..................................$3,150
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) ......$390
(14 lessons—.5 cr.) ......................$780
Student Teaching (per course
for full-time students) ..................$125
Student Teaching (per course
for part-time students) .................$185
Study Abroad (in approved
non-Augsburg programs) .............$425
Zero-credit seminar (part-time
students) .......................................$770
Fees Payable by Check/Cash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 40
Student Parking Lot Permit
—car ...........................................$220
—motorcycle ..............................$ 110
Transcript Fee
Regular service............................$5
Next day......................................$8
On demand .................................$ 15
Special Examinations,
Cap & Gown Costs
(Schedule on file in registrar’s office)
■ BOOKS AND SUPPLIES
These costs are estimated to average
$125 per course.
■ DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
150
Required of all new students after
acceptance. If the student attends
Augsburg College, the deposit is considered initial payment toward their first term
tuition and fees. Should the student not
attend, the enrollment deposit may be for-
feited. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit ......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
COLLEGE COSTS 2008-2009 .
WEEKEND COLLEGE .
Application Fee (payable once,
non-refundable) .........................$ 35
Tuition (per course credit) ...............$1,625
Tuition (per summer course 2008) ..$1,570
Activity Fee (per trimester) .............$11.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 770
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 150
Nursing Clinical Fee ........................$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 200
Transcript Fee
Regular service............................$5
Next day......................................$8
On demand .................................$ 15
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
Zero-credit seminar ...........................$ 770
Extended Payment Plan Fee .............$ 50
30 Financial Information
■ PAYMENTS—DAY COLLEGE
Semester Fees—Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options—Day Program—
Augburg College offers payment plan
options for Day Program students.
Information about payment plan options is
mailed annually to each student’s permanent address.
■ PAYMENTS—WEEKEND COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options—(1) Payment in
full at the start of each term. (2) Employer
Reimbursement: Students on this plan
must file an employer reimbursement
application form each academic year, prior
to the start of the first class. Once enrolled
in the employer reimbursement payment
plan, students have until 60 days after the
end of each term to pay their term costs in
full. There is a $20 per term fee associated
with this payment option. The student is
responsible for payment of the balance
should the employer not reimburse for any
reason. If the employer offers partial reimbursement, the non-reimbursed portion of
tuition and fees must be paid in full at the
start of the term. (3) Students may also
defer payment by enrolling in the College’s
third party payment plan or in a military
payment plan if their term costs are to be
covered by a third party or through V.A.
education benefits, such as the G.I. Bill.
(more details can be found at www.augsburg.edu/enroll/account)
FINANCIAL POLICIES.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student’s account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts or graduation
diplomas/certificates until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan),
are current according to established repayment schedules and the loan entrance and
exit interviews have been completed.
■ REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Withdrawal
from College form available in the
Enrollment Center. It must be filled out
completely, signed and turned in to the
Enrollment Center. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition and/or room (except
for the minimum deduction of $100 to
cover administrative costs) in accordance
with the terms of their housing contract
Financial Information 31
and/or the appropriate tuition refund
schedule.
Students are responsible for canceling
courses through the Enrollment Center in
order to be eligible for any refund.
Students who unofficially withdraw (stop
attending) but do not complete the
drop/add form are responsible for all
charges. Financial aid may be adjusted
based on the student’s last recorded date of
attendance. Refund calculations are based
on the date that the drop/add form is
processed.
• The Augsburg College Refund Policy
for Day, Weekend, Rochester, Partner
Hospitals, and Graduate Studies.
The refund schedule is based on the
percentage of class time remaining on the
date of the student’s official withdrawal
from class. This applies to all students who
drop one or more courses during each
term.
Percentage of class time remaining
after official drop or withdrawal:
Amount of refund:
100% to 90% remaining
Full refund
(minus $100
administrative
fee)
89% to 50% remaining
Refund equals
the percentage
of term
remaining
49% or less remaining
No refund
This refund schedule is effective
whether or not a student has attended
classes. Please allow two weeks for tuition
and possible financial aid adjustments to
be finalized. If a credit balance remains on
the student’s account, a credit refund check
will be issued at that time.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
■ MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal refund percentage (based on
the regular refund schedule), plus one-half
of the remaining tuition and fees. This
extra medical refund will be considered
upon submission of documentation from
the attending doctor, on letterhead, verifying the medical circumstances. Requests
for medical refunds should be made
through the Financial Petition Committee.
■ UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Enrollment
Center.
32 Financial Information
A student who registers, does not
attend any classes, and does not withdraw
may petition to withdraw retroactively. The
student must petition within six months of
the end of term and provide proof of nonattendance. Proof can include, but is not
limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at
another college or university. If approved,
grades of W will be recorded and charges
for the term dropped. The administrative
cancellation fee is $300.
FINANCIAL AID.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and making satisfactory
academic progress. In order to maintain
eligibility in financial aid programs, students must make satisfactory academic
progress toward the attainment of their
degree or certificate as stipulated in the
College catalog and as published on the
Academic Progress Standards for Financial
Aid Recipients webpage
<www.augsburg.edu/enroll/finaid/standards.html>.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2007-2008 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This
analysis takes into account such family
financial factors as current income, assets,
number of dependent family members,
other educational expenses, debts, retirement needs, and special considerations.
■ HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at <www.fafsa.ed.gov>. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at <www.fafsa.ed.gov>.
Be sure to include the Augsburg College
code, 002334, on your application. Submit
your application to the processing agency
after Jan. 1. Applications must be filed by
April 15 for priority consideration.
3. Complete the current year
Verification Worksheet, available at
<www.augsburg.edu/enroll>, and submit it
to the Enrollment Center.
Financial Information 33
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2007
to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately.
■ WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid award
letter will be sent to the student. This letter details the financial aid award and
includes information regarding:
• institutional financial aid programs
and requirements for continued eligibility,
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans’ Children, and other sources.
Academic Excellence Scholarships
■ KINDS OF AID
President’s Scholarship—Awarded to
incoming first-year students, the
President’s Scholarships are awarded based
upon competition. The applicant must
have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or
greater). Separate applications are required.
The application deadline is February 1.
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
Phi Theta Kappa Scholarship—
These scholarships are awarded to selected
transfer students with a 3.50 GPA. The
application deadline is March 1. Call
Undergraduate Admissions for information, 612-330-1001.
• federal and private loan programs
(students must complete a loan application to receive loan funds), and
• payment plans/options for the current
school year.
34 Financial Information
Achievement Scholarships
Regents’ Scholarship—The Regents’
Scholarships are awarded to all qualified
new first-years of high academic achievement who apply and are accepted before
May 1 for fall or Dec. 1 for spring.
Selection is based on high school GPA and
national test scores.
Transfer Regents’ Scholarship—
Transfer Regents’ Scholarships are awarded
to all qualified transfer students with a
minimum 3.00 GPA who apply and are
accepted for admission by May 1 for fall or
Dec. 1 for spring.
Augsburg Legacy Award—These
scholarships provide tuition awards to fulltime day students working toward their
first bachelor’s degree who are children of
Augsburg graduates; siblings of current
Augsburg students; children or spouses of
current ELCA pastors. Deadline: May 1 for
fall or Dec. 1 for spring.
Science Scholarship—These scholarships are awarded to incoming first-years
majoring in chemistry or physics at
Augsburg who are in the top 30 percent of
their high school class and have a 3.00
GPA or better. Deadline: Accepted for
admission by May 1.
ACAP Scholarship—Awarded to
incoming first-years students who have
participated in a college preparatory program such as Upward Bound or Big
Brothers/Big Sisters. Deadline: Accepted for
admission by May 1.
Leadership, Service, and
Performance Scholarships
Ethnic Leadership Scholarships —
Ethnic Leadership Scholarships recognize
returning Day program students with
demonstrated scholarship and a record of,
and/or potential for, leadership. Eligible
students must be full time in the day program and have the recommendation of the
appropriate Augsburg Ethnic Student
Services program director and another
individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact:
• American Indian Student Services
612-330-1144
• Hispanic-Latino Student Services
612-330-1309
• Pan-Afrikan Student Center
612-330-1022
• Pan-Asian Student Services
612-330-1530
Fine Arts Scholarship—Awarded to
selected incoming students who demonstrate active participation in the fine arts.
Separate application and portfolio or audition are required. The deadline is February
1 for fall or November 1 for spring.
Lutheran Congregational
Scholarship Program
Augsburg Corporation Scholarship
— Recognizes students who are members
of an ELCA congregation within the
Minneapolis Area Synod, St. Paul Synod,
S.E. Metro Synod or N.E. Synod of
Wisconsin. These four synods constitute
the Augsburg Corporation. The scholarship is awarded at point of admission for
$1,000 per year.
Financial Information 35
PRIME Scholarship — Students who
receive a scholarship from their Lutheran
congregation will receive a matching scholarship from Augsburg, up to $750 per year.
Verification of award must be submitted to
the Enrollment Center by August 1.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Gift Assistance (Need-Based)
Federal Perkins Student Loan—A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time in school.
Simple interest of 5 percent and repayment
of principal (at the minimum of $40 a
month) begin nine months after you leave
school. Repayment may extend up to 10
years. The loan offers a teacher cancellation clause. The maximum that may be
borrowed for undergraduate study is
$20,000.
Augsburg Tuition Grant—This grant
is based on financial eligibility, and academic record.
Minnesota State Scholarship and
Grant—Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school.
Federal Supplemental Educational
Opportunity Grant—Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines. Maximum grant
for 2008-09 is $4,731.
Bureau of Indian Affairs/Tribal and
State Indian Scholarship—Bureau of
Indian Affairs/Tribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairs/Tribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Loan Assistance
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to accrue
and be capitalized (added to the balance of
the loan).
The interest rate for new borrowers
through the Subsidized Stafford Loan and
the Unsubsidized Stafford Loan, as of July
1, 2008, is a fixed rate of 6.0% and 6.8% ,
respectively.
36 Financial Information
The following borrowing limits apply
to the Stafford Loan program after July 1,
2008:
• First-years: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Sophomores: $8,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
• Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Parent Loan Program
(PLUS)—PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of final disbursement, the
interest rate is a fixed rate of 8.5% and a
minimum payment of $50 per month.
Further information about all student
and parent loan programs can be found
online at the Enrollment Center website.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program—Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Student Life
Campus Ministry – 38
Vocation – 38
Student Government – 38
Orientation and Campus
Activities – 39
Student Center – 40
Fine Arts – 40
Anne Pederson Women’s
Resource Center – 40
Athletics and Sports – 41
Gage Center for Academic
Achievement – 41
Academic Advising – 41
Center for Learning and
Adaptive Student
Services (CLASS) – 42
Academic Skills Office – 42
TRIO Programs – 43
TRIO/Student Support
Services – 43
McNair Scholars Program – 43
Office of Undergraduate Research
and Graduate Opportunity
(URGO) – 44
Services for Students with
Physical Disabilities – 44
ACCESS Center – 44
StepUP® Program – 45
Ethnic Student Services – 46
American Indian – 46
Hispanic/Latino – 47
Pan-Asian – 47
Pan-Afrikan – 47
Scholastic Connections – 47
LGBTQIA – 47
Health and Fitness – 48
International Student
Advising – 49
Residence Life Program – 49
Housing – 50
Food Service – 51
College Policies – 51
Student Standards of Behavior,
Complaints, Records – 51
Official Notices – 51
Family Educational Rights
and Privacy Act – 52
Discrimination Complaints – 52
38
STUDENT LIFE
A
ugsburg’s mission focuses on student learning in the broadest sense.
Experiences in the classroom are an important part of college life, but learning and
development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
CAMPUS MINISTRY .
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. Weekend
College Chapel is held each Saturday
morning when classes meet. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
VOCATION .
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program assists students in this
journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the
College. Exploring Our Gifts also provides
resources to encourage students to consider Christian ministry. Contact the director
of Exploring Our Gifts for further information about the program.
STUDENT GOVERNMENT .
The members of the Augsburg student
body, in order to further the educational
goals and general welfare of the college
community, developed their own governing system. Their purpose is to establish
and provide guidelines for two studentelected organizations to represent the Day
Student Body and the Weekend College
(WEC) Student Body. These organizations
are to support and advocate for student
concerns, needs, and activities. They serve
Student Life 39
as the primary voice and liaison between
students and the administration, faculty,
and staff of Augsburg.
These groups collectively oversee the
use and administration of the student
activities fee. To aid in this work they have
established an executive board and several
student leadership committees.
Additionally, in collaboration with the
campus activities and orientation department, they oversee the management of all
campus student organizations.
ORIENTATION AND.
CAMPUS ACTIVITIES .
■ ORIENTATION PROGRAMS
The campus activities and orientation
department staff understand what important transitions our students are making,
whether transitioning from high school to
college or from another college to
Augsburg. Both experiences introduce their
own challenges and excitement. A specialized orientation program for new and
transfer day program students has been
developed with this in mind. The goal is to
create a seamless and successful academic
and social transition into the Augsburg
community, while encouraging our community members to become engaged, connected, and reflective learners.
SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is
a fun experience that helps students learn
more about Augsburg’s beautiful urban
campus and community, its excellent academic programs, and the outstanding
resources that make being an Auggie so
rewarding and Augsburg such a great place
to study.
The orientation program for transfer
students is offered at the beginning of each
semester. TRANSFER-mation is designed
to address different areas students will
experience in their transition to Augsburg.
Many transfer students are concerned
about connecting and establishing their
social base, so activities have been
designed to assist with developing social
relationships.
■ AUGGIE DAYS
The focus of Auggie Days is to help students develop an awareness of self, self in
the community, and self in the world, in
addition to the more tangible needs of
acclimating to life at Augsburg. Starting
with move-in day and lasting for nine full
days, this fall transition program is
designed to help one get to know
Augsburg, the city, the neighborhood,
classmates, the faculty, the staff ... and for
campus activities staff to get to know the
students!
Activities include speakers and discussion, concerts, small group meetings with
faculty, art exhibitions, festivals and fairs
by on-campus organizations, chances to
get to know other Auggies, athletic events,
games, food and fun, and other events
through the whole week. It is a time when
the whole community celebrates the arrival
of new students as well as the return of all
students.
■ CAMPUS ACTIVITIES
The mission for campus activities programming is to support individual identity
and enhance social and communal development. We strive to create an environment that allows students to connect,
engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the
classroom. The department works to sup-
40 Student Life
plement the liberal arts instruction of the
College through transitional programs for
new students as well as through leadership
education and student involvement.
The campus activities department
empowers students to learn and experience
leadership and become investors in the
institution, while acknowledging the value
of faith, urban life, relationships, and citizenship as fundamental components. This
understanding recognizes that we are a
community of leaders and global citizens
in a world that is constantly changing.
STUDENT CENTER .
Christensen Center, our student center,
represents the community center of the
campus environment, serving students,
faculty, staff, alumni and guests. Through a
variety of programs, activities, services,
and facilities that collectively characterize a
well-considered plan for the community
life of the college, the student center acts
as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our
student center serves and symbolizes the
essences of our community, physically representing as the gathering place of our
community: the community hearth. It
serves our diverse populations of residential, commuter, Weekend College, and
graduate students alike and represents the
merging of curricular and co-curricular.
The Christensen Center also houses
several student services, such as the Office
of Undergraduate Admissions, the
Department of Campus Activities and
Orientation, Event Services, the Copy
Center, Shipping and Receiving,
Information Desk, Food Service, Mail
Services, and Cooper’s (our very own
Starbucks coffee lounge.)
The student activities center, called the
Auggie’s Nest, is located on the first floor
of the Christensen Center. Augsburg Day
and Weekend College (WEC) Student
Senates, Echo, and KAUG, as well as other
student organizations, have office or work
space in this area. The Auggie’s Nest serves
as a hub for student activities.
Throughout the year, the center is
home for a variety of social and cultural
activities that take place on campus. The
surrounding community is vibrant with
events, fairs, and community gatherings.
These activities include dances, films, theatre, theme events, cultural community
fairs, speakers, and visiting personalities in
various fields. Students are encouraged to
engage in Minneapolis for both personal
and academic growth.
■ FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
■ ANNE PEDERSON WOMEN’S
RESOURCE CENTER
The Anne Pederson Women’s Resource
Center at Augsburg College offers a variety
of programming for Augsburg students
(women and men) and is a meeting place
for students, faculty, and staff alike. It
houses a Women’s Studies library (including current magazines), a seminar room for
films and discussions, and a lounge space
for studying, relaxing, and just hanging
Student Life 41
out. The Women’s Resource Center sponsors numerous programs and activities,
and provides a safe place on campus for
discussions, explorations and women’s
advocacy. The resource center is located in
207 Sverdrup Hall.
ATHLETICS AND SPORTS
■ INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division III. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
■ INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
■ SPORTS AND RECREATION
At Augsburg, sports are for all students
as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Centers on page 49.)
GAGE CENTER FOR ACADEMIC.
ACHIEVEMENT.
The Gage Center assists all Augsburg
students in setting and achieving optimal
academic goals here at the College and
beyond. The Center consists of five collaborating units:
Academic Advising
Center for Learning and Adaptive
Student Services (CLASS)
Academic Skills Office
TRIO/Student Support Services and
McNair
Undergraduate Research and Graduate
Opportunity (URGO)
■ ACADEMIC ADVISING
Academic Advising orients new Day
and Weekend College undergraduate students to the academic policies and procedures of the College and assists students
on initial course selection. This office also
provides interpretation of core curriculum
requirements, administers entry-level skill
assessments, interprets graduation requirements, provides degree-planning materials,
and answers questions on student academic progress. Academic Advising functions
as a supplement to the faculty advising system at Augsburg College, and is located in
the Enrollment Center.
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, when they have completed 12 or more credits, students are
required to declare their major and select a
faculty adviser by filling out a Major
Declaration Form and returning it to the
Enrollment Center. All Day students are
required to meet with their assigned faculty adviser each term prior to registration.
Both Day and weekend college students are
42 Student Life
encouraged to meet with their faculty
adviser as often as is necessary.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) provides individualized accommodations and academic
support for students with documented
learning, attentional, psychiatric and other
cognitive disabilities. CLASS has been recognized as a leader in its field, helping
these students gain full access to the
College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, preparations,
and experiences.
Each term disability specialists work
directly with students to discuss their disabilities and determine a plan for academic
access. Typically, meetings are held weekly
and discussions may include:
• Accommodations for testing and
coursework (e.g., extended time,
note-taking)
• Referrals to other campus resources
(e.g., tutoring, general technology
assistance, academic advising, counseling, financial aid)
• Training and use of assistive technology through the Groves Computer
Laboratory
• Assistance with academic, organizational, and time management skills
CLASS specialists may also consult
with instructors, academic advisers, and
other members of the College faculty, staff,
or administration to support each student
as they work toward success. Taking
advantage of those opportunities, however,
remains the student’s responsibility.
These services are available to any
Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the
Guidelines for Documentation of a
Disability can be obtained by contacting
the CLASS Office. CLASS also provides
informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to
help students determine whether they
should seek a thorough evaluation by a
qualified professional.
These services are made possible in part
through endowment support provided by
the Gage family and the Groves
Foundation.
■ ACADEMIC SKILLS OFFICE
The office is staffed by academic skills
coaches who offer:
• comprehensive academic support on
a variety of topics, such as time management, note taking, motivation,
procrastination, college reading, and
strategies for improving testing
• the Conditional Admit Program
(CAP) to assist under-prepared students with the transition into college
• support and advocacy for students on
academic probation
• free tutoring and/or supplemental
instruction for most classes
Student Life 43
■ TRIO PROGRAMS
TRIO programs are federal grant programs funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO/Student Support Services—
Student Support Services (SSS) is a TRIO
program designed to help students persist
in college and graduate in a timely manner.
The program serves students who are lowincome, first-generation college students
(neither parent has a four-year degree) and
students with disabilities to develop the
skills and motivation necessary to successfully pursue and earn a baccalaureate
degree. Participants in TRIO/SSS must also
be U.S. citizens, permanent residents or
refugees, must demonstrate academic need
for program services, and be committed to
succeed in college.
Augsburg TRIO/Student Support
Services serves 160 students from the point
of admission through graduation, including transfer students, Day program and
Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year.
Major components of the Augsburg
College TRIO/SSS program include:
•Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
•Academic program planning, including pre-registration for each term, major
and career decision-making, and long-term
course planning
•Financial aid counseling and education
•Academic progress monitoring, weekly
progress meetings for students on academic probation
•Academic success workshops, group
academic skill development
•Student leadership development and
opportunities for conference travel
•Social and cultural activities and student-led events
•Five week residential Summer Bridge
program including free summer-term college coursework, academic seminars,
adjustment-to-college workshops, and
advising for 25 incoming first-year students
•Need-based scholarships for students
actively participating in TRIO/SSS
Students may apply for TRIO/SSS anytime after admission to Augsburg College,
however preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRIO/SSS adviser, please contact TRIO/SSS
program staff at 612-330-1311, or Science
152.
McNair Scholars Program — The
McNair Scholars Program, a federal TRIO
program funded by the U.S. Department of
Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase
graduate degree attainment of students
from underrepresented segments of society
and to encourage these students to consider becoming college professors.
Students eligible to become McNair
Scholars are sophomore, junior, or senior
undergraduate currently enrolled full-time
(or will be enrolled full-time) at Augsburg
who exhibit strong academic potential and
44 Student Life
an interest in pursuing doctoral studies.
Students must be a first-generation college
student (neither parents graduated from a
four-year college) who is low-income OR a
member of a group underrepresented in
graduate study — African American,
American Indian, Alaskan Native, or
Hispanic/ Latino. The Augsburg McNair
program serves 25 students per year.
The major component of the Augsburg
McNair Scholars Program is a summer
research experience. McNair Scholars will
conduct original research in collaboration
with a faculty mentor, and have opportunities to publish and present their work at a
professional conference. For this work,
Scholars receive a $4,000 stipend and
acquire the research tools needed for graduate study. Students will also be a part of:
• Social and cultural activities to enrich
participants’ academic lives and perspectives
• Conference travel and professional
presentation of participants’ original
research
• Graduate program exploration and
application assistance
• Financial aid exploration, as well as
application and GRE fee waivers and
other financial incentives, such as
McNair designated fellowships
• Intensive preparation for the
Graduate Records Examination
(GRE), the test required for admittance into most graduate programs
• Tuition-free academic credit courses,
Discourse in the Disciplines and
Introduction to Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive
learning community
■ OFFICE OF UNDERGRADUATE
RESEARCH AND GRADUATE
OPPORTUNITY (URGO)
The Office of Undergraduate Research
and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional
school opportunities. URGO also supports
faculty and staff in their work to engage
students in these areas. Services include
help securing national fellowships and
research opportunities on and off campus,
graduate and professional school advising,
GRE and LSAT preparation, application
assistance, and monetary support for
selected research projects and conference
travel. In addition, URGO awards special
research funding and support for lowincome and first-generation college students and their mentors.
SERVICES FOR STUDENTS WITH.
DISABILITIES.
■ ACCESS CENTER
The Access Center provides support
and specialized services to students with
documented physical disabilities. These
may include mobility impairments,
Traumatic Brain Injury, vision, hearing,
and speech or other health impairments
that may affect the ability to function in a
college setting.
The Access Center is committed to providing equal and integrated access for students with disabilities to the academic,
social, cultural, and residential programs
that Augsburg College offers with the goal
of promoting independence and assisting
students in reaching their individual
potential. Areas of assistance include but
are not limited to:
• individual meetings with the physical
disabilities specialist
Student Life 45
• Determination of academic accommodations for classroom and testing
needs
• Assistance with time management
and study skills
• Academic advising and assistance
• Advocacy with faculty and staff
• Use of assistive technology
• Assistance with community support
services and other non-academic
issues
Housing accommodations are provided
on an individual basis for students with
physical disabilities based on the review of
appropriate documentation. The nature of
the disability and the amount of equipment
and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The
mandate to provide accommodations does
not, however, extend to adjustments that
would “fundamentally alter” the basic
nature or essential curricular components
of an institution’s courses or programs.
Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access
Center for assistance. Every effort will be
made to schedule a meeting time that
works for all involved.
■ CENTER FOR LEARNING AND
ADAPTIVE STUDENT SERVICES
(Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.)
■ TRIO/STUDENT SUPPORT
SERVICES
(Students with disabilities may be eligible to apply for TRIO/SSS. See listing on
page 43.)
STEPUP® PROGRAM.
The StepUP Program at Augsburg
College is for students in recovery from
addiction to alcohol and other drugs who
wish to pursue a college education.
StepUP’s comprehensive approach supports
students in both their recovery and academic studies.
StepUP students live in separate chemical-free housing, have individual support
meetings with a licensed alcohol and drug
counselor, and participate in extracurricular team and community building activities. In addition, students have access to
academic skills specialists and other services in student service departments on
campus.
In order to qualify for the program students must be committed to a 12-step
abstinence-based recovery program, have a
minimum of six months of continuous
sobriety, and agree to abide by the StepUP
contract and live in StepUP housing.
The StepUP Program fosters academic
success and encourages the discovery of
positive relationships. Students are challenged to take responsibility for themselves
and their decisions while maintaining a
healthy respect for the disease of chemical
dependency. Participation in the program
offers students leadership opportunities
both on and off campus. In StepUP, students join together to form a community
in which recovery is celebrated as a normal
part of personal growth. Many of the
friendships and bonds students form while
participating in the StepUP Program will
last a lifetime.
46 Student Life
ETHNIC STUDENT SERVICES.
■ AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg’s policies, procedures and expectations. The program
• Assists with application process
• Helps students secure financial aid
• Nurtures students’ identification as an
American Indian
• Provides opportunities for students to
learn about their heritage
• Provides opportunities for the campus community to learn about American
Indian culture
• Provides academic advising and
assists in the development of individual
education plans
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul public school districts, intended to increase the number of
American Indian teachers in these districts.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one-fifth of the loan will be
forgiven.
■ HISPANIC/LATINO STUDENT
SERVICES
The Hispanic/Latino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Day, WEC, and graduate students find
assistance in admissions and financial aid
procedures, scholarships, orientation and
registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic/
Latino students and provide awareness of
the unique aspects of Hispanic culture.
■ PAN-ASIAN STUDENT SERVICES
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the
admissions and financial aid application
process, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
Student Life 47
■ PAN-AFRIKAN STUDENT SERVICES
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
“One Day in May” when Augsburg hosted
a series of interactive programs with the
community. As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious
personal, academic, financial, pre-professional and transitional support for students
of Afrikan descent. This service enhances
the recruitment, retention, and graduation
of Pan-Afrikan students and enables their
learning experience to be interactive. PAC
brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming
and advises the Pan-Afrikan Student
Union.
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors a
variety of social and cultural activities. The
offices of PAC and PASU are located in
Murphy Place 208 and 209.
■ SCHOLASTIC CONNECTIONS
Scholastic Connections is a scholarship
and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the
program is to form a mentoring community that provides a network of belonging
that recognizes, supports, challenges and
inspires Scholars to ensure their success at
Augsburg College and beyond.
Each year five new Scholars are selected
as program participants via an application
process. Scholars receive a $5000 scholar-
ship and are paired with a Mentor who is
an alumnus/alumna of color and is successful within their chosen profession.
Working with the Ethnic Services Directors
we form Scholar/Mentor pairings that
match ethnic group and field of interest.
Eligible Scholars:
• Demonstrate leadership ability
• Have a GPA of 2.5 or higher
• Have demonstrated financial need
• Could benefit from a mentor
Program objectives are to:
• Support Scholars as they continue at
Augsburg
• Frame the Big Questions: Who am I?
Where do I belong? What are my gifts?
How can I best serve the world?
• Assist in discerning vocation
• Prepare for life after Augsburg: career
planning and implementation
Scholars who successfully complete
program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA SUPPORT SERVICES.
The LGBTQIA (Lesbian, Gay, Bisexual,
Transgender, Questioning, Intersex, and
Asexual) Support Services is housed within
the Department of Campus Activities and
Orientation, with a mission to create an
environment that gives space and time to
voices, which have been historically
unheard. The aim is to establish a sense of
community, advocacy, and support for
LGBTQIA-identified individuals as well as
an atmosphere of education and growth for
the entire Augsburg community in regards
to gender identity/expression and sexual
orientation.
It is the philosophy of LGBTQIA
Support Services to provide assistance and
education for the LGBTQIA-identified
individuals as a first priority. The second
48 Student Life
priority is to educate and support members
of the Augsburg community who view
themselves as allies.
LGBTQIA Support Services also plans
programs and events throughout the
course of the year for social as well as educational purposes, including Safe Space
Training and LGBT History Month
Celebration events. Staff collaborate with
the Enrollment Center to offer the Karen
Neitge Scholarship.
For more information, go to www.augsburg.edu/campusactivities
HEALTH AND FITNESS.
■ CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Personal counseling provides a supportive environment where students have
many opportunities to gain self-awareness
through personal exploration with the
assistance of licensed psychologists.
Services include individual counseling,
assessment and referral, workshops, consultation, and outreach.
Students may discuss personal issues
such as stress, depression, anxiety, roommate problems, intimacy and sexuality,
drug use, motivation, transitions, family
issues, self-image, difficult decisions, eating
concerns, grief and loss, or other issues
with the psychologist. Professional counseling can make a substantial contribution
to the educational experiences of the student by providing the opportunity for
increased self-understanding and personal
growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
■ HEALTH INSURANCE
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may contact
the Center for Counseling and Health
Promotion for information on obtaining
student health insurance through college
affiliated agencies.
■ HEALTH CLINIC SERVICES
The College offers basic health care services to students through a contract with
UFP – Smiley’s Clinic. These services are
limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley’s
Clinic. Students with health insurance can
also access Smiley’s Clinic for a variety of
clinic or other health services. A student’s
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
For more information regarding counseling, health promotion, health insurance
or health clinic services, call 612-330-1707
or visit <www.augsburg.edu/cchp>.
Student Life 49
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
cation theory to explore their adjustment
to a new culture and education system.
Located on the lower level of the
Kennedy Center and Melby Hall the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. They
include a weight room with universal and
free weight systems. All staff, students, and
faculty may use the centers; some hours
are reserved for classes.
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Education Week,
sponsorship of forums on international
issues, and outings to sites of interest in
the community. Information on how to get
involved is available through ISA.
INTERNATIONAL STUDENT ADVISING .
(ISA) .
(Also see Study Opportunities Abroad
on page 65 and Student Teaching Abroad
on page 65.)
■ FITNESS CENTERS
ISA’s mission is to serve the educational
and personal development needs of the
international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student
Advising is responsible for:
•Fulfilling duties of Principal
Designated School Official (PDSO) for F-1
student visa program and Responsible
Officer (RO) for J-1 student/scholar
exchange program
•General advocacy for international
students
•Advising the International Student
Organization
•Facilitating intercultural skill building
sessions for students, faculty, and staff
•Celebrating diversity of cultures by
increasing awareness of international/intercultural issues
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communi-
RESIDENCE LIFE PROGRAM.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 1000 students living
on campus, most students and faculty greet
each other by name.
Augsburg recognizes the importance
of the residential experience during the
college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence life staff are
on hand to help students become acquainted with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun, and leadership.
50 Student Life
Numerous events are planned to welcome
students to the community, including
dances, movie nights, open mic nights, and
weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
May 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after May 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall—Home to new Auggies
and upper-class Resident Advisers, this
nine-story high-rise houses 324 students.
Each floor is considered a house-unit providing 36 students (two to a room) with
their own lounge, study, and utility areas.
In Urness Hall, rooms are furnished with a
bed, dresser, desk, and chair. Linens are
not provided. Some single rooms may be
available.
Mortensen Hall—This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall—Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class
students, and the special interest housing
program. All rooms are furnished with
beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Oren Gateway Center— The new
“front door” to the Augsburg campus,
Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened
in 2007, Oren Gateway Center houses the
StepUP community and upper-class students committed to an alcohol and drug
free environment. Flats/condos, apartments, and studios are furnished. Meal
plans are optional.
Special Interest Housing—Special
interest housing is available to students
who are interested in creating a
living/learning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, and the
Cross-Cultural House.
Student Life 51
■ FOOD SERVICE
Commons—Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This spacious room features
small table units for easy conversation
overlooking the College quadrangle and
Murphy Square. Students on board plans
who live in residence halls eat their meals
in the Commons.
Cooper’s Coffee Shop—On the main
level of Christensen Center, Cooper’s
Coffee Shop sells coffee, smoothies, sandwiches, and snacks.
Murphy’s Grill—Located on the
ground floor of the Christensen Center,
Murphy’s features grill items, pizza, soups,
sandwiches, salads, desserts, and beverages.
Nabo — This eatery is located in the
Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable,
featured food options include salads, cold
and hot sandwiches, a pasta bar, pastries
and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
COLLEGE POLICIES.
■ STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action, and
grievances. These are in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar’s office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available on the website at <www.augsburg.edu/studentguide>.
■ OFFICIAL NOTICES
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student’s Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet.
52 Student Life
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog on page
95 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than “directory information” can be released without the written
permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This means that faculty
or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written
permission is given by the student to
release non-“directory information.” It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg’s
procedures with regard to FERPA are available from the Office of the Registrar.
■ DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, ground floor, Memorial
Hall 19, 612-330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin)
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on gender
or marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
General Information – 54
Degrees Offered – 54
Academic Calendar – 54
Faculty – 55
Library and Information
Technology Services – 55
Academic Organization
and Programs – 56
Divisions and Departments – 56
Majors and Minors – 56
Teaching Licensure – 60
Pre-Professional Programs – 60
Honors Program – 62
Inter-Institutional Programs – 62
Augsburg Abroad – 63
Center for Service, Work, and
Learning – 68
Graduate Programs – 70
Other Programs – 72
Academic Policies and
Procedures – 73
Registration – 73
Crossover Registration – 74
Withdrawal from College – 75
Student Standing Committee
Petition Process – 76
Transfer Credit – 77
Graduation Requirements – 79
Graduation Requirements – 79
Augsburg Signature
Curriculum – 81
Quick Check Summary of
Graduation Requirements – 82
Liberal Arts Foundation – 85
Skills Requirements – 86
Evaluation and Grading – 88
Explanation of Grades – 88
Assessment of Previous Learning
Program – 91
English Language Learners – 92
Academic Progress, Probation
and Dismissal – 93
Dean’s List – 93
Latin Honors – 94
Commencement – 94
Enrollment/Degree Verification – 95
FERPA – 95
54
ACADEMIC INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, fine arts,
natural sciences, and social sciences, the
general education curriculum introduces
students to the breadth and complexity of
knowledge and culture.
Required Search for Meaning courses
are designed to acquaint students with the
Christian tradition, introduce them to
other faith traditions, and encourage them
to reflect upon the importance and meaning of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
■ DEGREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of business administration, the master of science (in physician assistant studies), and the master of
social work degrees.
■ ACADEMIC CALENDAR
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term.**
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for 3-1/2 to 4 hours. (Refer to the program
schedule for weekday evening meeting
times.) Students may take from one to four
classes each term.**
The Rochester campus operates on a
trimester calendar. Classes are held on
weekday evenings and meet alternate
weeks. Similar to Weekend College,
Rochester’s fall trimester begins in
September, winter trimester begins in
January, and spring trimester begins in
April. There are 7-8 class sessions each
trimester with each class meeting for 3-1/2
to 4 hours. Students may take one to four
classes each term.**
**(See Registration on pages 73-75 and
Calendars on pages 4-7)
Courses and majors offered through
Weekend College and the Rochester campus are the same as their Day College
counterparts. However, the curriculum is
limited to selected liberal arts courses and
majors.
Academic Information 55
Augsburg offers three summer school
sessions, including a summer online option.
The summer session schedule is available in
the winter of each year.
Augsburg graduate programs follow a
trimester calendar, except for physician
assistant studies. (See Graduate Programs
on page 70.)
■ FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
Augsburg’s size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every first-year is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
■ LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened in 1997. The four-level, 73,000square-foot facility houses all library and
information technology functions of the
College. In addition to the 190,000 volume
main collection, the Lindell Library
includes special collections and archives,
curriculum library, a computer lab and stu-
dent computing help desk, library instruction classroom, and facilities for media
viewing and listening. Skyways link the
library to the new Oren Gateway Building
as well as to Sverdrup Hall, which houses
the Enrollment Center, additional computer labs and multimedia classrooms, a
lounge, and a vending area.
Learning Commons
Within Lindell Library, a Learning
Commons provides assistance in research
and the use of technology as well as spaces
for collaborative learning. In the Learning
Commons multimedia lab, students can
create digital audio and visual projects.
Library Resources
Students can search a wide variety of
local, regional, national, and international
databases. They have access to 190,000
volumes within Lindell Library and,
through a daily courier service, to the
library holdings of the seven private liberal
arts colleges in the Twin Cities. Lindell
Library has a large collection of media
resources. A service-oriented staff provides
students and faculty with research assistance and instruction in the use of information resources. Arrangements are made
for access by students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit the
Student Technology website
<www.augsburg.edu/techdesk> for more on
IT at Augsburg.
56 Academic Information
Computing
Students have access to over 250 oncampus computers. There are both PC and
Macintosh desktop computers available in
the Lindell Library Learning Commons
and computer lab and in the 24-hour
Urness computer lab. The College has six
computer classrooms and 41 technologyenhanced classrooms. The circulation desk
in the Lindell Library has 40 wireless laptops available for use in the Library.
Several computer clusters are available
for more specific student use within academic departments. A high-speed fiber optic
campus network provides access to
AugNet online services, printing, and connections to the Internet and Internet2.
Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using
WiFi. All of the AugNet online services
and several of the Registrar’s student services are available securely on the Web to
students on and off-campus.
ACADEMIC ORGANIZATION AND.
PROGRAMS
.
■ DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 26
departments that are grouped into three
divisions for administrative and instructional purposes.
Fine Arts and Humanities—
American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre
arts, College librarians.
Natural and Social Sciences—
Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology.
Professional Studies—Business
administration, education, health and
physical education, nursing, social work.
■ MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
The College requires students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
Minors are not noted on the transcript
if they are completed after a baccalaureate
degree has been awarded.
Student-Designed Major
Students may design their own major
with the assistance and approval of three
advisers from relevant fields and subsequent final approval by the Augsburg
College Academic Affairs Committee
(AAC). A student-designed major allows
flexibility in selecting major courses. Any
student wishing to design a major must
complete a proposal, submit it with
approval and supporting letters from three
faculty advisers, and obtain AAC approval
of the program. Students should seek AAC
approval as early as possible so that any
changes suggested by AAC may be incorporated into the design without affecting
the student’s proposed completion date.
The deadline for initial submission of the
program design to AAC is the first term in
which the student has achieved junior status; the final version must be approved the
Academic Information 57
term before the student achieves senior status.
Students wishing to design majors
must:
1. Develop the student-designed major
in concert with three faculty advisers from
relevant fields, who together constitute the
Review Team. All advisers must sign the
proposal cover sheet and submit supporting letters of approval to AAC. Supporting
letters should assess BOTH the student’s
ability to complete the proposed major and
the validity and value of the proposed
major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters
represent their approval of the program,
including the capstone course, and their
commitment to oversee the student’s
progress.
2. Develop a student-designed major
program proposal that includes:
a. A statement of learning goals and
objectives.
b. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated
with a college major. Proposals must
include research describing comparable
programs of study at a minimum of three
other academic institutions. In addition,
students should consult with the Center
for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the student-designed
major capstone to be taken sometime during the senior year. The student should
devise the capstone in consultation with
advisers. It should require an integrative
project/paper that draws together the
course work up to that point and/or prepares one for further study. In addition, at
least one of the advisers must specifically
address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed
major program by all advisers presumes
their approval of the capstone course.
3. Submit the completed proposal and
supporting documentation to the Dean’s
Office.
If AAC approves the proposed major
program, the student will be expected to
complete the program designed and still
meet all of the other Augsburg degree
requirements as stated in the college catalog.
Students who design their own majors
will meet with their advisers regularly
throughout the design and subsequent
evaluation of their program. Changes in
the approved student-designed major may
be made through the normal petition
process to the Student Standing Committee
with adviser approval.
58 Academic Information
Listings that are shaded are offered
through both the day program and
Weekend College. Weekend/Rochester/
Partner Hospitals students may choose a
major offered in the day program if they
wish, but must adhere to crossover registration policies and limitations. They may
also take as many courses as possible
through Weekend College, then finish the
major as a day program student. A change
of program is allowed once each academic
year, and will take effect the following
term.
MAJORS AND AREAS OF EMPHASIS.
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Business Administration
Economics/Business Administration
International Business
Management
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Mass Communication
Organizational Communication
Professional Communication
Human Relations
Marketing Communications
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English
Creative Writing
Literature, Language, and Theory
Media Writing
Environmental Studies
Film
Finance
Health Education (B.A. or B.S.)
Health Fitness
History
International Relations
International Business
Languages and Cross-cultural Studies 1
French
German
Norwegian
Spanish
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Music
Music (B.A.)
Music Business (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Academic Information 59
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Weekend College only)
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion
Youth and Family Ministry
Social Work (B.S.)
Sociology
Community Studies
Crime and Deviance
Organizational Studies
Social Psychology
Student-Designed
Theatre Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology
Concentration
Women’s Studies1
MINORS.
Accounting
American Indian Studies
Art
Architecture
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
Economics
English
Environmental Studies
Film
Health Education
History
International Business
International Relations
Languages and Cross-cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
60 Academic Information
ACTC Majors—It is possible for fulltime day students to complete other
majors through the Associated Colleges of
the Twin Cities (ACTC). Students who
wish to complete a major or minor offered
at one of the other ACTC colleges must
submit a completed ACTC Major or Minor
Declaration Form to the Augsburg registrar’s office. This form must list all ACTC
courses required and be signed by the
ACTC school adviser. Some majors may
have a competitive application process
with acceptance determined by the major
department.
music (K-12), and physical education
(K-12). The licenses prepare people to
teach in grades K-12. Students seeking
licensure in one of these areas also obtain
the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Students seeking elementary licensure
and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers
in their subject area major and in the education department. It is very important that
students work closely with their advisers
throughout their programs.
■ OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with subject area specialties in
one of the following: mathematics, science,
communication arts/literature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this license obtain an elementary education
major with a subject area specialty.
Licensure is also available in the following
middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and
social studies. This license prepares people
to teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music and instrumental
K-12 special education majors and
licenses in Emotional/Behavioral
Disabilities and in Learning Disabilities are
also available. These majors and licenses
are offered only through Weekend College.
Certificate Programs
Augsburg offers undergraduate certificates through the departments of Art and
Business Administration. Certificates are
available to non-degree seeking students or
students who are completing a degree from
a different academic department. A student
may declare degree seeking status after
earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
Academic Information 61
want to plan a pre-professional program
should contact Academic Advising prior to
or early in their first year to arrange for
faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL 111, 220;
BIO 151, 152, 253, 369; CHM 115, 116 (or
105, 106), 351, 352; MAT 114 or 163; PHY
121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See engineering
degree and major requirements on pages
179-180.
Pre-Law—Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine—A major in chemistry
and biology is not required to apply to
medical schools, but many students with
an interest in the health sciences choose to
major in these fields. The competitive candidate typically has substantially more
training than the minimal course requirements. Students should review requirements and recommended courses of each
program being considered for application
and consult early and frequently with a
pre-health science adviser. Coursework
that is required by most medical schools
includes: one to two semesters of English
composition such as ENL 111, 220; CHM
115, 116 (or 105, 106); CHM 351, 352;
BIO 151, 152, 253, 369; MAT 145, 146,
163; PHY 121, 122. Courses recommended
in preparation for MCATs: BIO 355, 473,
476; CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy—Coursework in preparation for
these programs should be discussed with a
faculty member in the Department of
Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 151,
353, 476; CHM 115, 116 (or 105, 106),
351, 352; COM 111 or 115; ECO 112 or
113; ENL 111, 220; MAT 145; PHY 121,
122; and two courses in Behavioral
Sciences such as PSY 105 and SOC 121.
Requirements at other universities may
vary.
Pre-Seminary—A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 100, 200; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior and/or senior year.
The Exploring Our Gifts office
(Memorial 231) provides resources and
support, including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following courses are
required: ENL 111, 220; MAT 114 or 145;
BIO 151, 152, 253, 355, 369, 476; CHM
115, 116 (or 105, 106), 351, 352; PHY
121, 122. Additional liberal arts courses
are required. Requirements at other universities may vary.
62 Academic Information
■ HONORS PROGRAM
The Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural
debate league, belong to an Honors House,
and learn through small reading groups,
research projects, and travel around the
world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so you can learn from talented professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program director,
e-mail address honors@augsburg.edu.
■ INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Cooperating Libraries in
Consortium (CLIC)—Through CLIC, the
Twin Cities private colleges library consortium, the Augsburg community has direct
access to over 2,500,000 volumes and
media resources.
Associated Colleges of the Twin
Cities (ACTC)—Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take one course each semester (fall and
spring) at one of the other campuses. No
additional fee is required for such an
exchange, except for private instruction in
music or approved independent studies.
Students may elect to participate in the
cooperative program to gain new perspectives, to get better acquainted with the
other schools, or to undertake a specific
course or major not offered on the home
campus. A regularly scheduled bus shuttles
students between the campuses.
Weekend College is not part of the
ACTC consortium, and weekend students
may not register for ACTC courses or
complete ACTC majors under the terms
of the ACTC consortium agreements.
Higher Education Consortium for
Urban Affairs (HECUA)—Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, Europe,
Bangladesh, South and Central America,
and the Twin Cities. (See HECUA programs on page 65.)
Air Force ROTC—Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
Office of the Registrar, or call the University
of St. Thomas at 651-962-6320 or 1-800328-6819, x6320.
Army ROTC—Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
Academic Information 63
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC—Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
■ AUGSBURG ABROAD
Augsburg Abroad is the front door for
students and faculty interested in study
abroad. Services include:
Academic Requirements and Credit
Students fulfill the Augsburg
Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including
major, minor, language, liberal arts foundation, and internship requirements. This is
determined prior to departure when students fill out the required Credit
Agreement form that is signed by academic
advisers and appropriate staff and faculty
approving courses.
Students should be aware of the following policies related to study abroad:
• Students can study abroad more than
once.
• Study abroad program selection
advising
• Students can study abroad at any
point in their academic career.
• Financial and academic advising for
study abroad
Semester and Summer Programs
• Registration and billing for study
abroad
• Courses taken on off-campus programs during the senior year will meet the
Augsburg residency requirement.
• Pre-departure and re-entry support
(application, orientation, etc.)
• You must take a full load of credits
while abroad on semester programs.
• Faculty-led, short-term program coordination
• You must take courses A-F while
abroad.
About half of Augsburg undergraduate
students are studying abroad. Graduate
students also find short-term programs as
part of their curriculum. Students abroad
will find themselves in a variety of locales
and studying a variety of disciplines:
studying gender issues in Central America;
acting with masks in Norway; interning
with community organizations in Northern
Ireland; studying political science in
Namibia; learning about ecology in
Tanzania; taking organic chemistry in New
Zealand; and learning a language where it
is spoken.
• Grades received on affiliated and nonAugsburg programs will be reported on
your transcript, but not figured into your
GPA.
• A “C” equivalent or higher must be
received for the credit to transfer to
Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses
required by the short-term program. Credit
values may vary, so confirm the specific
program credit load with the Augsburg
Abroad Office. Any courses removed by the
student without Augsburg Abroad permis-
64 Academic Information
sion prior to the start of the program will
be re-added to the student’s schedule. If no
work was completed in these reinstated
courses, a grade of zero will be awarded.
program. The student is responsible for all
non-recoverable program costs incurred.
• Overload Fee Exemption for Facultyled January programs: January faculty-led
programs are placed within the spring
semester. However, you will not be billed
an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the
only policy affected; a student taking minimal credits in the spring can use it as a
spring course in order to be considered
part-time or full-time.
Augsburg Abroad manages the advising
and administrative processes so students
will also need to meet the eligibility
requirements of, and apply to, a program
provider (as outlined in the Study Abroad
Programs section). Additionally, students
who have applied to the Augsburg Abroad
office, for any program, must email their
intent to withdraw if they choose not to
continue with study abroad. Failure to
e-mail may result in fees owed by the
student.
• Crossover Policy Exemption: The
crossover policy does not apply to study
abroad students. WEC students who do a
study abroad program placed in the Day
program do not count that as their
crossover course and similarly for day students doing a study abroad program placed
in a WEC term.
Eligibility and Application
The following are Augsburg College’s
requirements for study abroad:
• Minimum 2.5 GPA at the time of
application. Individual programs may
require a higher average. Students with
lower averages should consult with
Augsburg Abroad.
• Sophomore, junior or senior standing
by the time you study abroad. Short-term,
faculty-led programs will allow participation as a first-year if the student receives
approval from the faculty-leader.
• Transfer students must complete one
semester at Augsburg before they may
study off campus.
• Not be on academic or disciplinary
probation. Students placed on academic or
disciplinary probation after admittance to
study abroad may be withdrawn from the
• Not have an outstanding balance on
your student account.
Application deadlines for semester programs are October 1 for spring semester
study abroad and March 1 for fall semester
study abroad. Program provider deadlines
will vary; students need to meet all deadlines set by program providers. Students
should start planning in first year for study
abroad to be sure to do appropriate
research and meet all deadlines.
Students are responsible for disclosing
their disability and requesting accommodations abroad within a reasonable time
frame prior to departure, ideally as early as
program selection. Augsburg Abroad will
work closely with CLASS and ACCESS
offices to determine needs and make
appropriate and possible accommodations
abroad.
Costs and Financial Aid
Study abroad is based on program fees
which is a package of costs that generally
includes tuition, housing, international
health insurance, some meals, excursions,
and study abroad fees however this varies
from program to program. Augsburg
College pays the program provider on the
students’ behalf and then bills the
Academic Information 65
Augsburg student account. This allows students to access their financial aid for study
abroad. Students will always pay a minimum of Augsburg tuition when studying
abroad.
Students who receive financial aid,
scholarships, and/or grants to study at
Augsburg can use that entire package to
cover their study abroad program costs.
Cost estimates for the time abroad are
drawn up to assist the financial aid office
in awarding aid to students studying
abroad.
Students are required to notify
Augsburg Abroad immediately once they
choose not to continue with their study
abroad experience. At the moment of notification non-recoverable costs will be
assessed and charged to the student
account. Depending on the time of notification of withdrawal students may owe
nothing, the deposit, or some, or all, of the
program fee. Students are also subject to
the cancellation and refund policies of
their program provider.
Study Abroad Programs
Students have over 200 programs in
over 60 countries from which to choose. In
addition to the below Augsburg College
programs, students can choose from affiliated program providers. These programs
have been reviewed to meet the Augsburg
experience requirement, diverse needs of
students, and provide quality student service. The programs are reviewed each year.
If students cannot find a program that
meets their needs from the Augsburg
College or Augsburg-affiliated options then
they can apply to do a non-Augsburg program. Students with a strong academic or
financial reason, faculty support (as shown
on the Credit Agreement form), and who
choose a good quality program, may be
approved.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other students in a community house,
spending several days in a rural setting,
and several weeks living with host families.
In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America,
and from Namibia to South Africa. The
cost of these programs is equivalent to full
tuition, room, and board for one semester
on campus, plus airfare. (Some travel
scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) —
Fall
Learn about the central issues facing
Mesoamerica, with emphasis on the experience and empowerment of women.
Students will engage in gender analysis of
key social, economic, political, and cultural issues in Mexico and El Salvador;
explore the interconnectedness of race,
class, and gender; and learn first hand
from both women and men who are
involved in struggles for sustainable development and social change. The program
offers credit in religion, political science,
women’s studies, and Spanish. Internships
and independent studies are also available.
The program begins with a one-week seminar/orientation in the U.S-Mexico border
region and ends with a two-week seminar
66 Academic Information
in El Salvador. Students stay in guest houses while traveling, spend approximately six
weeks in Augsburg housing, and four to
six weeks living with Mexican host families. Prerequisite: one college-level Spanish
course or its equivalent.
International Business and Global
Citizenship (Mexico) — Fall
apartheid and colonialism, they are faced
with the challenges posed by today’s world:
rapid globalization and under and unequal
development. Decolonizing the mind is a
long-term project. Credit is available in
history, religion, political science, and
interdisciplinary studies. Internships are
also available.
The largest immigrant group in the
United States is composed of people born
in Mexico, and Mexico is front and center
in debates about globalization and U.S.
immigration policy. This program,
designed for international business majors,
will study the important role that Mexico
plays in the U.S. in relation to trade issues,
how to conduct business in and with
Mexico, and use it as a lens to learn about
international business topics that are relevant in many different countries. Students
will have the opportunity to study Spanish
at levels from beginning to advanced, live
with a host family for four weeks, and
develop closer relationships in the community and improve their international business background by completing an internship in a local business or government
office. Prerequisites: ECO 112 or 113, and
BUS 242 or MKT 252, or consent of
instructor.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua) — Fall or Spring
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) — Fall
or Spring
This is an intensive program that
explores issues of migration, immigration,
and globalization. It is ideal for students
who are interested in working with
Spanish-speaking populations in the
United States, as it includes intensive
Spanish language classes, an internship or
independent research opportunity, and
courses that help students understand the
connections between globalization and
migration while learning from diverse
communities that are organizing for positive social change around issues of race,
ethnicity, socio-economic class, gender,
This program examines the crucial
issues of nation-building, globalization,
and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence
in 1990 after decades of apartheid under
South African colonization. South Africa
had its first democratic election in 1994.
As these nations struggle to build nationhood and deal with the legacies of
This is an intensive semester of study
and travel designed to introduce students
to the key issues facing Central Americans.
Students will explore the history, culture,
and struggles of the people of Guatemala,
El Salvador, and Nicaragua, as well as
study approaches towards social and economic development. Course credit may be
earned in Spanish, religion, history,
women’s studies, and political science.
Students spend the first five weeks in
Guatemala, the next four weeks in El
Salvador, and the final six weeks in
Nicaragua. Prerequisites: one college-level
Spanish course or its equivalent is
required.
Migration and Globalization:
Engaging Our Communities (Mexico)
— Spring
Academic Information 67
sexuality, economics, and the environment.
Credit is available in Spanish, history,
women’s studies, political science, and religion. Students spend most of the semester
living in Augsburg housing and approximately six weeks living with Mexican host
families.
Social Work in a Latin American
Context (Mexico) — Spring
tural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
study.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
This program was created to satisfy the
curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to
develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes
Spanish language study and social work
courses. Social work field placement is also
available for qualified students. Students
live with Mexican host families for six
weeks.
Scandinavian Urban Studies Term:
Norway—Fall
International Partners
Community Internships in Latin
America: Ecuador—Fall and Spring
International Partners offers a broad
range of learning opportunities in Norway,
Finland, and Germany. Students can
choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one
month to one year. All course work is in
English. Some travel scholarships are available. For further information contact the
International Partners office.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers full semester programs in Norway, Europe, Ecuador,
Ireland, Bangladesh, and the Twin Cities.
All programs emphasize the impact of civic
engagement, social change, and cross-cul-
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, language, and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America.
Northern Ireland: Democracy and
Social Change — Spring
The Northern Ireland: Democracy and
Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven-week internship, students
68 Academic Information
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy.
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact
Augsburg Abroad for the most current list
of programs.
■ THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance
and value for all students to engage in service- and work-based learning experiences
and the exploration of personal and professional vocation throughout their college
years. The center encourages students to
take advantage of Augsburg’s metropolitan
location through the highly successful service-learning, Campus Kitchen, internship,
and career planning programs that link the
College’s academic programs to community
organizations and businesses.
Service- and work-based experiential
education opportunities are closely related
to students’ coursework, majors, and/or
career interests. Learning opportunities
may be in non-profit organizations,
churches, schools, government agencies,
community-based organizations, small and
mid-size companies, and large corporations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work, and
Learning includes the following programs:
Community Service-Learning
Augsburg’s Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and
analysis of community issues in order to
promote personal and educational growth
and civic responsibility. Through connecting classroom content with service,
Augsburg students learn from and about
the organizations where they serve and
deepen their understanding of course
knowledge. This dynamic and interactive
educational approach employs reciprocal
learning between the students and the
community. Community service-learning
examples include tutoring at schools and
literacy centers; volunteering at homeless
shelters, Habitat for Humanity, and community centers; or working with cultural
and environmental groups.
Academic Information 69
The service-learning program also
works closely with the student-directed
Augsburg LINK and campus ministry.
Campus Kitchen at Augsburg
The Campus Kitchen at Augsburg
College (CKAC) is a unique student led
program that brings together Augsburg
student, faculty and staff volunteers, the
campus food service, local food banks, and
neighborhood community organizations to
utilize surplus food to meet hunger and
nutritional needs in our neighborhood.
CKAC volunteers coordinate food donations, prepare and deliver free meals to
area community partners, and teach nutrition education to local youth. Key program
goals are to provide leadership development and service learning opportunities for
Augsburg students, encourage deeper
understanding of hunger issues, and foster
a long-lasting commitment to service and
active citizenship. Affiliated with the
Campus Kitchens Project, a non-profit
organization in Washington, D.C., this program is one of only 12 in the nation.
■ INTERNSHIPS
Academic Credit
An academic internship is a carefully
planned, service- or work-based learning
experience where a student focuses on specific academic and individual learning
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship
credit. Internships can be registered for 1
course credit or .5 course credit.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 88.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Transcript Notation
Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation.
The goal is for students to apply theory to
practice in a work setting and reflect on
the experience. Work opportunities typically are part-time during the academic
year and/or full-time in the summer and
can begin and end anytime. Students must
register for the non-credit transcript notation, set learning goals and evaluate their
experience. The director of the Center for
Service, Work, and Learning supervises
transcript notation work experiences.
Academic internships and internships for
zero-credit may be used to fulfill the
Augsburg Experience graduation requirement.
Career Services
Career Services is committed to providing opportunities and programs to help
students discover their unique gifts, talents, skills, and interests, explore career
paths, and grapple with questions of vocation and purpose in a changing world. This
process is viewed as an important part of a
student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff
70 Academic Information
also assist with choosing majors, locating
internships, preparing for job searches,
graduate school applications, and making
connections to community, business, and
alumni resources.
■ GRADUATE PROGRAMS
Augsburg College offers six graduate
degree programs: Master of Arts in
Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of
Business Administration, Master of Science
in Physician Assistant Studies, and Master
of Social Work. Consult the Augsburg
Graduate Studies catalog for complete
information.
The Master of Arts in Education offers
initial licensure coursework at the graduate
level in elementary education, secondary
education, and special education: E/BD and
LD. Students are able to take up to six
licensure courses at the graduate level and
complete their licensure programs with a
combination of graduate and undergraduate coursework. Students can then apply
their graduate level licensure courses to
complete a master’s degree program.
Students will complete their master’s
degrees through a combination of MAL
coursework and graduate level education
coursework (total of nine courses).
Licensed teachers also can pursue special
education: E/BD and/or LD, as well as the
K-12 Reading Licensure Endorsement
licensure at the graduate level. The program is available through the Weekend
College schedule, and the admissions
process begins with the Adult and
Graduate Admissions office. For further
information about the programs, contact
the Education Department or the admissions office.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary pro-
gram directs its academic content and pedagogical approaches to situations, issues,
and problems relevant to organizational
leaders. Augsburg’s program recognizes
that today’s leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program offers courses primarily on alternate Saturdays. (Note: A five-year program
is available to Augsburg undergraduate
accounting majors that would qualify them
for CPA certification and fulfill requirements for a B.A. in Accounting and an
M.A. in Leadership. See the Accounting
major section of the catalog for further
information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health
nursing practice across care settings, with
emphasis on addressing health inequities
among diverse populations. The program
is offered within the context of a Christian
liberal arts education. Graduates are eligible to apply for national certification in
Advanced Community Health Nursing, or
Advanced Nursing Administration through
the American Nurses Credentialing Center
(ANCC), and/or Advanced Certification in
Transcultural Nursing through the
Transcultural Nursing Society (TCNS).
Classes meet on a flexible schedule (every
other week or once per month) that
includes weekdays, weekday evenings, and
Saturdays. Web-enhanced pedagogies are
used for all classes. Practicums include
optional short-term study abroad experiences. Students may choose to study in
Mexico, Guatemala, Namibia, Pine Ridge,
S.Dak., and/or Europe. The Master of Arts
in Nursing Program is accredited by the
Commission on Collegiate Nursing
Education in accordance with its accreditation standards and procedures.
Academic Information 71
The Master of Business
Administration is designed to give students mastery of the skills and knowledge
necessary to advance in their careers and
accept roles of greater responsibility in an
organization. Meeting primarily on one
evening per week, this challenging program is designed to be completed in 23
months. Organized in cohort format, the
program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses
on giving students the ability to think critically and effectively manage in complex
environments. An intensive Management
Consulting course allows students to apply
theory and classroom learning to an actual
business or organizational environment.
Local businesses and organizations provide
a laboratory for students as they complete
comprehensive projects in various disciplines and functions.
The core program can be enhanced
through participation in a number of concentrations including finance, healthcare
management, human resource management, international business, and marketing management.
The Master of Science in Physician
Assistant Studies is designed for students
interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited
by the Council on Social Work Education,
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College’s mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change, and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration prepares
students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy
toward changing policies that obscure and
oppress people.
A dual degree (Master of Social Work
and Master of Arts in Theology) is also
available and is offered in collaboration
with Luther Seminary. The dual degree is
designed to meet the educational interests
of people planning to serve the spiritual
and social needs of families, individuals,
and communities.
72 Academic Information
■ OTHER PROGRAMS
Continuing Education Program
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations
have included the Departments of
Business, Biology, the Center for
Leadership Studies, Education, Nursing,
Religion, Social Work, Institutional
Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education,
and the Midwest Regional Office of the
College Board. Augsburg College is a
Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
College of the Third Age
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community. Approximately 50
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200
classes available for group study only.
To obtain further information about the
program or to request a catalog, call 612330-1139. To ask questions or to schedule
a program, call the program director at the
above number.
Academic Information 73
ACADEMIC POLICIES AND.
PROCEDURES.
■ REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA at
Augsburg of 3.00 to 3.49 may take a total
of 5.0 course credits; cumulative GPA at
Augsburg of 3.50 or greater may take a
total of 5.5 course credits without petitioning. All overload registrations must be
done in person at the Enrollment Center.
(Please note: There is an additional tuition
charge for course loads over 4.5 course
credits. This includes combining the credit
load from both the day and WEC programs. Spring day term will include winter
WEC and spring WEC.) Auditing classes
over the 4.5 overload limit will also incur a
tuition charge.
Official academic calendars for all programs are available through the registrar’s
Web page.
The last day to initially register for
courses in the Day program (semesters) is
the Friday before the term begins. Afer initial registration, Day students may add
individual classes to their current schedule
or withdraw without notation through day
10 of the term. The signature of the
instructor is required to add a class after
the fifth day. From day 11 through day 20,
students may still petition the Committee
on Student Standing for permission to add
a class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Students registered for day program
Time 1/Time 2 (T1/T2) courses that meet
only part of the term may add or withdraw
without notation through the fifth school
day after the start of the course. Changing
grade option or withdrawing with a W is
allowed through the fourth week of T1/T2
classes. Specific dates for each term are
listed under “Combined Academic
Calendars” at <www.augsburg.edu/enroll/
registrar>.
Weekend College, Rochester, and
Partner Hospitals program students typically register for one or two course credits
each trimester. Students registered for at
least two course credits in one term are
considered full time for that term. Students
registered for one course credit are considered half-time for the term.
The last day to initially register for
courses in the Weekend College and the
Partner Hospitals program (Weekend
College) is the last business day before the
term begins. After initial registration,
Weekend College students may add individual classes to their current schedule or
withdraw without notation through Friday
after the first class weekend. The signature
of the instructor is required to add a class
after the class meets. Students may petition
the Committee on Student Standing for
permission to add a class through the
Thursday prior to the second class weekend. There is a fee for this petition. The
last day to petition to add a class is the
Thursday prior to the second class weekend.
Students registered for Weekend
College T1/T2 courses may add or with-
74 Academic Information
draw without notation through the Friday
after the first weekend class meeting.
Changing grade option or withdrawing
with a W is allowed through the Tuesday
after the second weekend class meeting.
The last day to initially register for
courses on the Rochester campus is the
last business day before the term begins.
After initial registration, Rochester students may add individual classes to their
current schedule and/or withdraw without
notation through Monday after the first
week of classes. The signature of the
instructor is required to add a class after a
class meets and it must be processed
through the Enrollment Center. Students
may petition the Committee on Student
Standing for permission to add a class
through the Friday prior to the second
week of classes. There is a fee for this petition. The last date to petition to add a class
is the Friday before the second week of
classes.
Students registered for Rochester T1/T2
courses may add or withdraw without
notation through the Monday after the first
week of the class. Changing grade option
or withdrawing with a W is allowed
through the Monday after the second week
of the class.
Separate rules apply to Summer School.
Late course registrations may be subject
to additional late fees.
ACTC school course listings are also
available online and should be checked to
verify the correct meeting times and room
assignment. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Summer session and graduate program
courses are published in separate schedules.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Augsburg for Adults—612-330-1782
Crossover Registration Policy
Every Augsburg undergraduate student
is admitted to a “home program,” either
day, Weekend College, or the Rochester
Program. It is expected that students will
complete most of their degree requirements through their home program.
However, full-time students may register
for up to 1.0 credits per term outside their
home program. Enrollment will be based
on class availability.
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are carrying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full-time and will be charged the
full-time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both winter WEC and spring
WEC). The maximum number of credits
that may be included in the day full-time
tuition rate for students who cross-register
is 4.5.
Students have registration priority in
their home program. Crossover registration
Academic Information 75
begins only after the open Web registration
period closes for both programs. A schedule is published on the registrar’s office
Web page. There is a special crossover registration form that must be processed at
the Enrollment Center. This registration
option is not available by Web.
The WEC, Rochester, and Partner
Hospitals programs are not part of the
ACTC (Associated Colleges of the Twin
Cities) tuition exchange program.
WEC/Rochester/hospital students may
NOT crossover to attend ACTC courses.
Students must have completed their
undergraduate degree and be admitted to a
graduate program before taking graduate
level courses from that program. (An
exception is made for approved courses in
the Department of Nursing and the joint
B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay
the graduate rate for those courses. Any
student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered
(Day, WEC, or Rochester).
Change of Program
Students may apply to change their
“home program” by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year. A Change of Program
form must be submitted before the term
begins.
Registration
All day students are required to meet
with their academic adviser prior to registration. Incoming first-years and transfer
students may register during summer for
courses in the fall. All currently enrolled
day students may register during the fall
for the spring term and during the spring
for the fall term.
Weekend College and Rochester campus students may register during the designated time prior to the start of each term.
The primary method of registration will
be via the Web through AugNet during the
open registration period. Please reference
the academic calendar on AugNet for specific dates. Day students will be able to
register only after meeting with their faculty adviser. The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled by transfer work. In
these cases, please process your registration at the Enrollment Center.
When the open registration period
ends, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the Web closes.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
College must be completed in the
Enrollment Center. A Withdrawal from the
College form may be obtained at the
Enrollment Center or downloaded from
the registrar’s Web page. The last day to file
for a Withdrawal from College is the last
day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar’s
office. Students must re-admit to the
College when they are ready to resume
their studies. The Application for
Readmission form is available from the
76 Academic Information
Enrollment Center or can be downloaded
from the registrar’s Web page.
Students are responsible for keeping
the registrar’s office informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to
withdraw from courses without penalty if
they are called to active duty as military
reservists, National Guard, or for other
military service. This shall include a 100%
refund of tuition and fees upon verification
of call to active duty. The student must
provide a copy of their orders to the registrar.
If the student is called to duty after the
deadline to drop a course, the registrar will
place a W for the course(s) along with a
notation on the transcript that the student
was called to active duty. This is to assist
the student with any financial aid complications that may arise and also indicate
that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to
active duty and have substantially completed a course, to assign a grade based upon
the coursework completed, or work out an
“incomplete” agreement. Students who are
able to complete some of their courses
would have their refund adjusted to reflect
this.
Students who are being placed on
active duty should contact the registrar
and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid
in this process.
Student Standing Committee
The Student Standing Committee
reviews requests for exceptions to academic policies. Typically, the committee considers requests for:
• Minor exceptions to academic
requirements and/or approval of transfer
course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade option changes)
Note: Petitions for an exception to published registration deadlines will require a
$50 petition fee attached to the petition.
This fee is non-refundable regardless of the
outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be
submitted within six months of the published registration deadlines for the term
involved.
For petitions requesting a late registration, any student account holds must be
cleared before submitting the petition.
Students who are allowed to add a course
by petition after the published petition
deadline will incur a $150 late registration
fee per course.
In addition, the committee reviews students’ transcripts in determining academic
probation or dismissal from the College on
academic grounds. The committee also
hears appeals from students who have been
dismissed for academic reasons.
The committee reviews student
requests for readmission to the College
after dismissal or returning after leaving
while on probation.
The committee typically meets every
other week throughout the school year
Academic Information 77
(September-April), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the
Enrollment Center or download from the
registrar’s webpage: <www.augsburg.edu/
enroll/registrar>.
Step 2: Fill out the petition form completely. Include documentation for illness
or family emergency. Have your adviser,
instructor, or department chairs sign and
add comments concerning your request.
Petitions without comments from faculty
will be returned for completion. Note: If
petitioning for a change in registration,
please submit a drop/add form signed by
both the instructor and student.
Step 3: Return the completed petition
form to the Office of the Registrar/
Enrollment Center, include signed
drop/add form and $50 check if applicable.
Step 4: After the committee meets, a
copy of the petition with the committee’s
decision is returned to the student. Day
students will receive this notice in their
campus box. WEC and Rochester student
petitions will be mailed to their home
address.
Catalog Applicability
Students must fulfill the general education requirements in effect when they
matriculated at Augsburg. Students may
elect to satisfy the departmental major
requirements of any of the catalogs in
effect during their years of enrollment.
However, students who are readmitted
after more than six years away from the
College must complete the departmental
major requirements of the most current
catalog at the time of readmission or any
one of the catalogs in effect during their
subsequent years of continuous enrollment
at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg
and are returning to complete a second
major will not be awarded a second degree
unless it is different from the original
degree awarded. (B.A., B.M., B.S.) Students
cannot earn multiple degrees for the same
major, though it is possible to earn multiple degrees from the same academic
department if the majors are distinct. For
example, a student cannot earn both a B.A.
in computer science and a B.S. in
computer science, but may earn a B.S. in
computer science and a B.A. in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is
completed by the Office of the Registrar
and is based on a student’s official transcripts. College credit is granted for liberal
arts courses completed at regionally
accredited institutions with a grade of
2.0/C or better. Augsburg does not grant
credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of
C-, CD, or below do not transfer to
Augsburg College. The registrar’s office
evaluates coursework for credit and for
applicability toward Augsburg Core
Curriculum requirements. Academic
departments are responsible for evaluating
the applicability of coursework toward a
student’s major or minor. The College
requires that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg operates on a course credit
system rather than semester or quarter
hours. Augsburg course credits are equivalent to four semester hours or six quarter
hours. Transfer credits that have been
reported to Augsburg as semester or quar-
78 Academic Information
ter hours are converted to Augsburg course
credits by dividing by four or six respectively.
• The Augsburg Core Curriculum will
be adjusted so students need only to complete the following:
Augsburg College limits transfer credit
from two-year colleges. Students may
transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges.
Once a student reaches this credit limit, no
additional credits will transfer from twoyear institutions toward the minimum
number of course credits required for a
baccalaureate degree. However, courses
taken beyond the credit limit can be used
to meet liberal arts and major requirements.
• REL 300 Bible, Christian Theology, and
Vocation
Courses and credits that are accepted in
transfer are reported on the student’s transcript. Grades and grade points from other
institutions are not transferred to Augsburg
and are not included in the student’s
cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar
before taking courses at other institutions
to ensure compliance with transfer credit
policy and residency requirements. (Refer
to the Residence Requirements section of
the catalog.)
MnSCU Transfer Students
Students transferring from the
Minnesota State Colleges and Universities
system who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MnSCU, and
have a 2.50 cumulative GPA (on a 4.0
scale) from the degree-granting institution
will be given transfer status as outlined
below:
• Students will be granted 16 Augsburg
course credits in transfer from two-year
institutions. This will assure admission
with junior standing. No additional credits
will be accepted from two-year institutions.
• One Augsburg Experience
• Senior Keystone Course
• Modern Language requirement (0-2
courses, depending on initial assessment)
• Math Placement Group 3 (or MAT
105)
• HPE 001 Foundations of Fitness or one
HPE lifetime activity course (This requirement is waived for students who have
transferred two equivalent courses.)
*The A.A. degree and Minnesota
Transfer Curriculum must be completed
prior to enrolling at Augsburg in order to
qualify for this transfer status.
Note: Additional prerequisite coursework beyond the A.A. degree may be
required in some Augsburg majors.
Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C –
grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major — a separate
process from admission to the College — is
sometimes required. Please check with the
Office of Undergraduate Admissions and
consult the departmental section of this
catalog.
Academic Information 79
Advanced Transfer Students
Students who enter Augsburg with 13
or more course credits accepted in transfer
are considered Advanced Transfer
Students. The Augsburg Core Curriculum
will be adjusted for advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian
Theology, and Vocation instead of REL 100
& REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical
Thinking Assessment
• Waiver of one Lifetime Fitness
requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain
unchanged for Advanced Transfer
Students. A full description of these
requirements is found on pages 78-84.
*Waivers for Advanced Transfer are
determined at the time of initial entry into
Augsburg and will not be granted for
courses completed after initial enrollment.
GRADUATION REQUIREMENTS.
The responsibility for ensuring that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the registrar’s office one year prior to graduation.
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the Office of the Registrar
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 23 — Special Students
(Second Degree).
Each student is required to apply for
graduation at the end of his or her junior
year to confirm remaining graduation
requirements.
Application forms are available at the
Enrollment Center or on the registrar’s
Web page.
All degree and course requirements
must be completed and verified in the
Office of the Registrar in order for the
degree to be conferred. (There may be no
incompletes or open courses on the academic record.)
Requirements For Undergraduate
Graduation:
Degree requirements include completion of a minimum number of credits, a
major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and
in total course work, and residence.
80 Academic Information
1. Completion of 32 course credits
— No more than 13 course credits may be
in one department, except in certain
approved majors: accounting (B.A.) – 14;
music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.)
– 17; and social work (B.S.) – 15; youth
and family ministry (B.A.) – 15.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). To graduate with Latin honors, students may take no more than two elective
P/N graded courses. Each department sets
its own limitations on the number of P/N
graded courses that may be applied toward
the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a
major and no more than one course credit
with a P grade toward a minor. The
Departments of Education and Social Work
are examples of departments that allow
students to apply more than two course
credits with P grades within the major program (two in major field courses plus student teaching or field work practicums).
2. Completion of a Major —
Requirements for each major are listed
under the departmental headings.
3. Completion of the Augsburg
Core Curriculum — Requirements for the
Augsburg Core Curriculum are listed in
the next section.
4. Grade Point Average — Students
must earn a minimum overall grade point
average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade
point average in course work for the major
or minor. Some majors, licensure, and certification programs require a higher grade
point average or a minimum grade in each
course. See the departmental section for
details about the grade and grade point
average for individual majors and minors.
5. Residence — The last year of fulltime study or equivalent (no fewer than
seven of the last nine credits/requirements)
must be completed at Augsburg or within
an approved ACTC exchange program. No
fewer than a total of nine credits are to be
taken at Augsburg College. Contact the
registrar’s office if an official interpretation
is needed. Some departments have a minimum number of courses that are required
to be taken in residence within the major
and minor. Consult the catalog description
of the major/minor or the chairperson of
the department.
Academic Information 81
■ THE AUGSBURG CORE
CURRICULUM
The Augsburg Core Curriculum is
designed to prepare students to become
effective, informed, and ethical citizens
through their engagement in a curriculum
that:
• Provides a liberal arts foundation and
promotes the acquisition of intellectual
and professional skills;
• Calls for common inquiry into questions of Christian faith and the search for
meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s
place of leadership and service in a diverse
world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
THE AUGSBURG SIGNATURE
CURRICULUM
Christian Vocation and the Search for
Meaning
Augsburg’s Signature Curriculum takes
seriously the College’s identity as a college
of the Evangelical Lutheran Church of
America. Two required courses (REL 100
and REL 200) highlight Augsburg’s commitment to this identity and the college’s
related interest in asking students to think
critically about the concept of vocation.
Faculty who teach these courses make
the following commitments to their students:
• You are welcome — whether you are
Jewish or atheist, Buddhist or seeker,
Catholic or Muslim, Baptist, Lutheran,
uncertain, disinterested, or someone who
is ‘spiritual but not religious.’ Our
Christian understanding is rooted in a generous spirit of hospitality.
• We will treat each other with respect
as we learn how to engage in conversation
(Continues on p. 84)
82 Academic Information
CHECKLIST AND SUMMARY OF
GENERAL EDUCATION REQUIREMENTS.
FOR GRADUATION.
• Complete at least one Augsburg
Experience
• Complete a Senior Keystone course.
This quick reference checklist is an abbreviated version of the requirements for graduation.
As a summary, it is not comprehensive and cannot substitute fully for the complete degree
requirements that begin on page 76. Students
are advised to read carefully the full graduation
requirements and to consult frequently with
their advisers to ensure that all requirements for
graduation are met.
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
All new first-years and all first-year and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these requirements):
Complete Entry Level Skills Assessments
and Core Skills Requirements:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
• Critical Thinking Assessment
• Mathematics Assessment
• Modern Languages Assessment
• Writing Assessment
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
• Achieve a Math Placement Group score of
three.
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete Effective Writing
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
• Complete HPE 001 Foundations of Fitness
and one HPE lifetime activity course.
All advanced transfer students (those
entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these
requirements):
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete two (2) Search for Meaning
courses.
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete the Augsburg First Year requirements. (Sophomore transfer students are
exempt from these requirements.)
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete the fall orientation and
Augsburg Seminar.
• Complete an Engaging Minneapolis
course.
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Youth and Family Ministry (B.A.) . . . . . .15
Other maximums are described on page 80.
Academic Information 83
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree must
complete the following requirements prior to
graduation:
❏ Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . . . . . .14
Complete the Signature Curriculum:
Music Education (B.M.) . . . . . . . . . . . . . .17
• Complete REL 300 Bible, Christian
Theology, and Vocation course
Music Performance (B.M.) . . . . . . . . . .14.5
• Complete a Senior Keystone course.
Social Work (B.S.) . . . . . . . . . . . . . . . . . .15
• Complete one Augsburg Experience
Youth and Family Ministry (B.A.) . . . . . .15
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
• Natural Sciences and Mathematics (1 lab
science)
• Social and Behavioral Sciences
• Humanities
• Fine Arts
Complete Entry Level Skill Assessments and
Core Skills Requirements:
Music Therapy (B.S.) . . . . . . . . . . . . . . . .17
Other maximums are described on page 80.
❏ Maintain minimum cumulative grade point
average in major, minor, and in total courses completed.
❏ Complete a major.
❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.)
❏ Complete the Augsburg Core Curriculum.
Complete the Signature Curriculum:
• Satisfy entry level skill requirements in
writing.
• Complete REL 300 Bible, Christian
Theology, and Vocation course.
• Achieve a Math Placement Group score of
three.
• Complete a Senior Keystone course.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment.)
• Complete one Augsburg Experience
• Complete one college algebra course
course (MAT 105) or a Math Placement
Group 3.
• Complete Modern Language requirement
(0-2 courses, depending on initial assessment.)
• Complete HPE 001 Foundations of Fitness
or one HPE lifetime activity course
(depending on transcript assessment)
All students are required to file a
graduation application with the
Office of the Registrar one year prior to graduation.
84 Academic Information
with one another about our different
values, commitments, convictions, and
faith traditions.
• We will challenge and support one
another to develop a mature faith for our
time — open to doubts and eager to
explore our questions and the realities of
our world and culture.
• We will equip you with basic knowledge about vocation, religion, the Bible,
and Christianity as well as about Judaism,
Islam, Hinduism, and Buddhism — their
stories, claims, and key concepts.
• We will deepen our study of
Christianity, explore Augsburg’s claim that
“what we believe matters,” and invite you
to continue the process of developing your
own lived theology.
• We will explore the concept of vocation and our understanding that we are
beloved and called to live and serve as
neighbors. We will explore the idea that
vocation is a model and lens for viewing
the connections between our basic beliefs
and the commitments and actions we
make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community,
first-year weekday program students are
required to take courses containing the following components:
• Augsburg Seminar
All students who enter the College as
first-year students in the weekday schedule
program must satisfactorily complete fall
orientation and Augsburg Seminar, a firstyear learning community in their major or
related area of academic interest. Each
week Augburg Seminars devote an hour to
topics relevant to an Augsburg education:
becoming an intentional learner; making
connections to the larger Augsburg learning community; and exploring strategies
for success in the AugSem course(s) and
future college work.
• Engaging Minneapolis
The Engaging Minneapolis requirement
builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. Students
take one course that introduces them to
the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Most Engaging Minneapolis courses also
fulfill an Augsburg Core Curriculum or
major requirement. They should be taken
during the first year, but may be taken in
the second year.
• Many Voices Project
Embedded in ENL 111, 112, and HON
111 (see core skills requirements), the
Many Voices Project engages first-year students in discussion of a common text
addressing themes of cultural diversity and
global awareness. Emphasizing ways in
which written communication can promote understanding and productive
engagement among different cultures and
points of view, the Many Voices Project is
intended to teach skills and methods that
promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships (including field-
Academic Information 85
work, practicums, and student teaching),
faculty-student research, service learning/
community service, study abroad, and offcampus immersion experiences.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrate experiential learning with academic learning and (2) Link on-campus
learning to the goals, mission, needs, or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary.
Senior Keystone
The official list of approved keystone
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Senior Keystone’.
THE LIBERAL ARTS FOUNDATION
The Liberal Arts Foundation courses
introduce students to knowledge and
modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the traditional liberal arts provide
the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two courses from two
different departments in each domain. The
list of courses meeting the Liberal Arts
Foundation requirement is available online
at the registrar’s web page and from the
registrar’s office.
The official list of approved LAF
courses is found on the registrar’s web
page — under the heading ‘General
Education’, click on ‘Approved LAF
Courses and Skills Listing’.
The Senior Keystone course provides a
final opportunity for exploring the central
themes of an Augsburg education — vocation and the search for meaning in a
diverse and challenging world. Students
will reflect upon the meaning of their educational experiences and consider issues of
transition as they prepare for their lives
after Augsburg. Most Keystone courses also
meet major requirements.
Natural Sciences and Mathematics
The Senior Keystone course in each
department connects the broad liberal arts
foundation with the professional skills and
in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the
world as leaders and servants.
Economics, Environmental Studies,
Political Science, Psychology, Sociology
Two courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two courses from two different departments:
Humanities
Two courses from two different departments/programs:
American Indian Studies, Communication Studies, English, History, Philosophy,
86 Academic Information
Religion, Modern Language and Cultural
Studies (literature and culture courses),
Women’s Studies
Note: The signature Search for Meaning
courses do not count as Humanities
Liberal Arts Foundation requirements.
Fine Arts
Two courses or approved activities
from two different departments:
Art, Music, Theatre Arts.
One Fine Arts LAF requirement can be
met with four semesters of participation in
the following major choral ensembles (any
combination of four): MUE 111, MUE 112,
MUE 114, MUE 115.
SKILLS REQUIREMENTS
Entry Level Skills Assessments
There are entry level skills assessments
in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical
thinking courses is determined by the
assessments. These tests are a prerequisite
for (not completion of) core and graduation skills course requirements.
• Critical Thinking Assessment and
Requirement
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking assessment.
Students who do not achieve the minimum entry score on the placement exam
are required to take GST 100 Critical
Thinking.
• Mathematics Assessment and
Requirement
All students are required to have their
math placement group (MPG) determined.
In some cases, students who have transferred a mathematics course taken at
another college may have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement exam.
Students may retake the Math Placement
Exam once during their first term of
enrollment. Students are required to take
the Math Placement Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at
Augsburg.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. A grade of Pass
or 2.0 or higher is required to advance to
the next math level.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Academic Information 87
• Writing Assessment and
Requirement
This entry level assessment determines
readiness for ENL 111 or 112. Students
who do not place highly enough on the
entry level assessment will be required to
take ENL 101 Developmental Writing
before ENL 111.
Students who have transferred in a
course equivalent to ENL 111 are excused
from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment.
Core Skills Requirements
• Effective Writing
ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class
is required.
Students should complete Effective
Writing by the middle of their sophomore
year because it is a prerequisite for Writing
Graduation Skill courses.
• Modern Language
For students who have not previously
studied a modern language, completion of
a two-course sequence in the same language with a minimum grade of 2.0 or P in
both courses is required. The BYU-CAPE
language assessment is offered to students
who have had at least one year of study of
French, German, or Spanish language in
high school. For a language previously
studied, successful completion (minimum
grade of 2.0 or P) of the 112 level satisfies
the requirement. Students placing into 112
must enter at the 112 level. No college
credit will be given for repeat of 111.
Students whose placement test is at 211 or
higher will be exempted from further language study.
Modern language courses accepted in
transfer may be applicable to this skills
area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled the Modern Language Core
Skill.
Students whose first language is not
English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL
requirement. The requirement is satisfied
by successfully completing the ELL
course(s) and achieving a score above the
minimum on the ELL placement exam.
Students who complete the ELL requirement fulfill the Modern Language Core
Skill requirement. Contact Academic
Advising or the English Department for
additional information. More information
about English Language Learners is found
on page 92.
• Lifetime Fitness
Two lifetime fitness courses are
required. HPE 001 Foundations of Fitness
is required of all students. The second
course may be chosen from a variety of different Lifetime Activity courses (HPE 002,
003). Students may test out of the activity
course by demonstrating proficiency from
a selected lifetime activity. Proficiency
exams are offered through the Health and
Physical Education department each
semester. There is a fee to take the lifetime
activity proficiency test. Intercollegiate athletes and Health and Physical Education
majors may not test out of this requirement.
Foundations of Fitness and Lifetime
Activity courses are non-credit courses and
are not included in the 32-course credit
graduation requirement.
88 Academic Information
Graduation Skills Requirements
An Augsburg education includes
enhancement of certain skills during the
years in college. Critical thinking, quantitative reasoning, speaking, and writing
skills are deliberate components of certain
courses. Graduation skill requirements typically are embedded in required courses in
the major. Some departments, however,
designate courses outside the major or
elective courses in the major that fulfill
these requirements. See department and
program pages in this catalog or consult
the department chair for more information.
• Physical Education (teaching licensure only)
• Physics
2. Bachelor of Science/Modern
Language Waiver. Students who elect the
Bachelor of Science/Modern Language
Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved
for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Chemistry
Core Curriculum Modifications
• Clinical Laboratory Science
Some majors that result in a Bachelor of
Science degree give students the ability to
modify their Core Curriculum requirements in one of the following ways.
• Mathematics
1. Bachelor of Science/Liberal Arts
Foundation (LAF) Waiver. Students who
elect the Bachelor of Science/LAF Waiver
must complete at least six of the eight LAF
requirements, provided at least one course
is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics
courses, two Social and Behavioral Science
courses, one Fine Arts course, and one
Humanities course) The following majors
are approved for the Bachelor of
Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure
only)
• Mathematics
• Music Therapy
• Nursing
• Music Therapy
• Nursing
• Physics
EVALUATION AND GRADING.
■ EXPLANATION OF GRADES
The official delivery of end-of-term
grades to students is online via the AugNet
Records and Registration website.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
options—traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Academic Information 89
Pass/No Credit
3.0
Students who choose the P/N option
are cautioned:
2.5
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
2.0
• Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
1.5
• Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
• P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
Latin Honors. Transfer students should be
especially aware of this requirement.
• To be eligible for graduation with
Latin Honors, students may elect only two
P/N credits.
• See P/N limitations under Graduation
Requirements, page 80.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime activities are graded only
P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
Achieves highest standards of
excellence
1.0
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
0.5
0.0
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
with the Office of the Registrar that states
the reasons for the request, outlines the
work required to complete the course, and
includes the course instructor’s signature.
The instructor may stipulate the terms and
conditions that apply to course completion; however, students may not attend the
same course (or a portion of the same
course) in a following term with an incomplete grade. The student must complete
the outstanding work in enough time to
allow evaluation of the work by the
instructor and the filing of a grade before
the final day of the following academic
term in the student’s program. If the work
is not completed by the specified date of
the following academic term, the grade for
the course becomes 0.0.
90 Academic Information
Extension (X) Grades
Auditing Courses
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their
total credit load is over 4.5 credits. The
charge for part-time and Weekend College
students is listed under Weekend College
Costs in the Financing Your Education section on page 28. The signature of the
instructor is required to register an audit.
Students who audit a course should confer
with the instructor within two weeks of
the beginning of the term to determine
expectations, attendance, and any other
requirements. If expectations have been
met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses
do not count toward graduation and do
not fulfill general education requirements.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Repeated Courses
A course in which a grade of 0.0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average. Courses completed at
Augsburg College must be repeated at
Augsburg to be included in the repeat
policy.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Classification is based on the number of
course credits completed.
• Sophomores—7 completed course
credits.
• Juniors—16 completed course credits.
• Seniors—24 completed course credits.
Academic Information 91
■ ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student’s previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
International Baccalaureate Program
(IB)—Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit. IB exams
may fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising
web site.
Advanced Placement Program
(AP)—Augsburg allows students to earn
credit for scores of 3, 4, or 5 on selected
Advanced Placement tests. For some
exams, a minimum score of 4 is required.
AP exams may fulfill general education
and/or major requirements, but cannot satisfy graduation-level skill requirements.
Additional information is available on the
Academic Advising web page and from the
Office of the Registrar.
The College Level Examination
Program (CLEP)—This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. Students who score at or above the
American Council on Education’s recommended score on an approved examination
may receive academic credit for that subject at Augsburg College. CLEP exams may
fulfill general education and/or major
requirements, but cannot satisfy graduation-level skill requirements. Information
about CLEP tests is available from the
Office of the Registrar and the Academic
Advising web page.
Departmental Comprehensive
Exams—These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
• There is a departmental exam available for the subject area in question.
• There is a faculty member designated
by the department to administer the exam.
• The registrar approves the student’s
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
92 Academic Information
The Portfolio Assessment
Program—This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student’s previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous
learning, the faculty team applies the following criteria:
• There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed or
systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four credits of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.50. It is strongly recommended that the process not be
used when four or fewer courses remain
for graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Maximum Credit Accepted for
Previous Learning—While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate
degree) to be obtained through previous
experiential learning. In compiling the
eight credits for previous experiential learning, the student may use any combination
of the five assessment processes available in
the APL Program: AP exams, CLEP exams,
IB exams, departmental comprehensive
exams, and credit granted through portfolio
assessment.
■ ENGLISH LANGUAGE LEARNERS
(ELL)
Students whose primary language spoken at home is not English must take the
ELL placement test in conjunction with
the English writing placement test prior to
registering for their first term at Augsburg.
Students’ placement in ELL, ENL 101
Developmental Writing, or ENL 111, HON
111, or ENL 112 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ELL courses) and by a writing sample.
Near the end of each term of the
English Language Learner’s course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student’s ELL requirement.
Academic Information 93
All students whose native language is
not English must stay enrolled in ENL
217/218 until such time that they pass the
ELL placement test at 85 percent or higher.
The ELL course can be counted only twice
in the total number of courses required for
graduation.
Committee to re-enroll. Students who have
been dismissed may apply for readmission
after one year, at which time the Student
Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his or
her commitment to academic success.
Students who fulfill the ELL requirement, by examination or by course
completion, have completed the Modern
Language Core Skill requirement for
graduation.
Students may be removed from probation when the cumulative GPA reaches
2.00. Students placed on probation as firstyears for having earned two zero grades
may be removed from probation if their
classification changes to sophomore, if
they have not earned additional zero
grades, and if their cumulative GPA reaches 2.00. Students placed on probation as
sophomores for having earned three zero
grades may be removed from probation if
their classification changes to junior and
their cumulative GPA reaches 2.00.
■ ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.00 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.00 is required for graduation, with certain majors requiring a higher minimum
GPA.
Students whose overall academic
achievement falls below a 2.00 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a first-year who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Student Standing
Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not
to dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission from the Student Standing
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean’s List
The Dean’s List, compiled after each
semester, lists undergraduate students
whose grade point average for a semester is
3.50 or better. Students must be full-time
students (a minimum equivalent of three
full course credits for a weekday schedule
student or two equivalent full course credits for a Weekend College student), graded
on the traditional grading system, with no
incompletes in courses offered for credit.
Courses taken outside of a program’s calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day
student or in a semester term by a weekend student) are not calculated when
determining the Dean’s List. If permission
is given by the student, an announcement
94 Academic Information
is sent to the hometown newspaper for
those students on the Dean’s List.
Latin Honors
Augsburg recognizes those students
who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate
degree.
This designation and the standards set
are in effect for all students who complete
degree requirements in May 2004 or later.
Latin honors replaces the previous honors
designation of “With Distinction.” Students
may also receive honors recognition for
departmental honors and for participation
in the honors program. (See individual
department and program descriptions for
details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus
successful completion of the summa oral
examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete
a minimum of fourteen traditionally graded credits at Augsburg and have no more
than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N
by the department will not be counted).
For additional information, including
the guidelines for the Summa Cum Laude
oral examination, go to the Latin Honors
section at <www.augsburg.edu/enroll/
registrar>.
Graduation and Commencement
Though the terms are often confused,
the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all
degree requirements. Students graduate
when all requirements for the degree have
been fulfilled, meaning that one can graduate at any point during the academic year
provided that all requirements are complete.
Commencement is a ceremony. It is an
opportunity for students, family, friends,
and the Augsburg College community to
celebrate academic accomplishment.
Participation in commencement, however,
does not mean that a student has graduated. A student will not graduate and a
degree will not be conferred until all
requirements are met, regardless of participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to
accommodate the College’s different student populations. The May commencement ceremony is for students in the Day
undergraduate program and for students in
the Physician Assistant Studies graduate
program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate
students in Weekend College, Rochester
campus, and the Partner Hospitals program.
Undergraduate students who have not
completed all degree requirements may
participate in commencement if: (1) no
more than three requirements will remain
in their program at the conclusion of
spring term; and (2) the remaining requirements will be completed in the summer or
fall terms immediately following commencement.
Academic Information 95
Enrollment/Degree Verification
Augsburg College has authorized the
National Student Clearinghouse to act as
its agent for verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearing
house.org
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the V. A.
Certifying Official in the Office of the
Registrar about completion of enrollment
verification and the forwarding of other
information to the Department of Veterans
Affairs. Veterans will need to meet the
requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
■ FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
Right to request amendment of
education records—You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy. This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
96 Academic Information
Right to withhold disclosure of
“directory information”—FERPA uses
the term “Directory Information” to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
“Directory information” includes
the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of
study;
• The student’s academic class level;
• The student’s enrollment status
(FT/HT/LHT);
• The student’s participation in
officially recognized activities and
sports;
• The student’s degrees and awards
received (including dates);
• The weight and height of members of
athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by the student; and
• The student’s photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the registrar prior to Sept. 15 (or within
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA
Office—You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Departments and
Programs
Course Descriptions with Major
and Minor Requirements – 98
Department majors and
programs are listed
alphabetically.
Also see index.
98
DEPARTMENTS AND PROGRAMS
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
COURSE DESCRIPTIONS.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College’s program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The schedule of classes offered through the
Associated Colleges of the Twin Cities
(ACTC) for fall and spring terms is only
available online.
Weekend College classes are available
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Summer
Session, the Master of Arts in Education,
Master of Arts in Leadership, Master of
Arts in Nursing, Master of Business
Administration, Master of Science in
Physician Assistant Studies, and Master of
Social Work courses are published in a
separate Graduate Studies catalog.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered. Unless noted, all courses are one
course credit. A full course is valued as
four semester credits or six quarter hours.
Most day program courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work. All full credit
Weekend College courses meet for eight
three-and-one-half-hour sessions during
fall and for seven four-hour sessions during winter and spring term.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for first-years, 200s for sophomores,
300s for juniors, and 400s for seniors.
Departments and Programs 99
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course. Some prerequisites (such as
ENL 111, math placement, and critical
thinking) cannot be waived by the
instructor.
NOTE: Not all courses are offered in all
schedules. Refer to Augnet Records and
Registration for information on when specific courses are offered.
INTERNSHIPS AND
.
INDEPENDENT STUDIES.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
■ INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form and secure the signatures
of the faculty supervisor and director of
the Center for Service, Work, and
Learning.
2. Register: Turn in the completed
internship registration form (with all signatures) to the Enrollment Center. You
must register the internship for the academic term that coincides with the internship experience.
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
100 Departments and Programs
the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected.
Prior to the beginning of the term/registration, interested students must consult
with the departmental internship coordinator or a faculty member and the Center
for Service, Work, and Learning regarding requirements and permission to register.
(Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
■ DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration.
AMERICAN INDIAN STUDIES
A
merican Indian studies is a major
that gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, cul-
ture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise
Marubbio
American Indian Studies 101
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk,
Dale Weston
DEGREE AND MAJOR REQUIREMENTS.
American Indian Studies Major
Ten courses including;
AIS 105 Introduction to American
Indian Studies
AIS 205 Contemporary American
Indians
ENL 255 American Indian Literature
or AIS 264 American Indians in the
Cinema
HIS 236 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
AIS 499 Senior Research Project
In addition, students must complete
four electives. At least four of the courses
toward the major must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor:
Five courses including AIS 105. At least
two must be upper division.
COURSE OFFERINGS AT AUGSBURG COLLEGE.
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian
Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty
rights, language retention and education, religious freedom, and Indian
activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women.
102 American Indian Studies
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
AIS/ENL 255 American Indian Literature
American Indian Literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking
skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present,
the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century,
and how it is reflective of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles
and contributions of women in past and present tribal cultures. It explores the
continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how
American Indian women have crossed cultural boundaries and influenced
non-tribal communities through their activism and traditionalism. This course
is cross-listed with women’s studies.
American Indian Studies 103
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a
cultural perspective. An appreciation of oral traditions will be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to
the exciting and expanding field of indigenous media—specifically films made
by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary
range in perspectives and views that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal
of Native American woman as princess figures, sexualized maidens, or squaws,
we will expand our conceptualization of Native American women by putting
into conversation a variety of voices that talk back to or address mainstream
stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by
examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.:
WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX
American Indian studies course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements
through site visits and interaction with Indigenous organizations.
104 American Indian Studies
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota
Indians, Contemporary Indigenous Issues of North and South America, and
American Indian Literature Seminar.
AIS 499
Independent Research
An independently designed research project.
ART—ART
A
rt is essential. It teaches us to see,
claim beauty, make sense of pain, explore
the world, and express ourselves.
At Augsburg College, inspiration and
creativity grow from the diversity of ideas
experienced on a small campus in the
heart of a major metropolitan area. We balance a solid foundation of drawing, design,
and history with technical skills, critical
thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing, painting, ceramics,
sculpture, and photography with emerging
disciplines in hand papermaking, book
arts, architecture, and digital media. Class
sizes are small; we will get to know each
other.
Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral
to our program. We reach an average of
700 students a year from all disciplines,
graduating 25-30 majors annually with
B.A. degrees in art history, studio art, art
education; and certificates in studio art and
graphic design.
For over 40 years, students have been
earning degrees in art and art history at
Augsburg College. We’re excited to be here
in the center of the city. We think you will
be, too.
Art Faculty
robert k. tom (Chair), Kristin
Anderson, Lynn Bollman, Kim Bowden,
Tara Sweeney
DEGREE AND MAJOR REQUIREMENTS.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 257 Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Art 105
or ART 280 Hand Papermaking and
Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in a solo or
two-person show with a senior review, and
the annual senior group exhibition.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Studio art majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Studio art majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: Art history majors may choose from
ART 102, 225, 382 and 389 to satisfy the
speaking skill.
W: Art history majors may choose two
of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387.
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Students planning a double
major in studio art and art history or a
major/minor combination should meet
with a department adviser to plan appropriately.
106 Art
Departmental Honors
Art History Minor
GPA of 3.50 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Graphic Design
Eight art courses, including four in
graphic design, one in art history, and
three studio electives.
Architecture Minor
Five courses including ART 105, ART
210, ART 243, ART 244, and ART 249 or
349.
ART COURSES.
Note: All studio courses require work outside of class sessions. Some studio courses have
lab fees.
■ STUDIO ART FOUNDATIONS
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis
is placed on foundational drawing concepts.
■ STUDIO ART
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Art 107
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to painting media and technique in acrylic or oil. Emphasis is
placed on color, perception, and expression.
ART 122
Plein Air Sketching I
This foundational course in plein air sketching introduces observational skills
and sketching on-site in the midst of daily life as a meditative way of seeing
deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and
respond creatively.
ART 132
Photography I
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of web design. Focus is placed on
effective design and usability. Students will become familiar with
Dreamweaver, Photoshop, and Illustrator.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design.
Theory and practice of coordinating visual imagery and typography for print
publications using page layout software.
ART 225
Graphic Design I
Graphic Design I is an introduction to the principles and practices of visual
communications focusing on text and image using grid layouts.
108 Art
ART 247
Life Drawing
An introduction to the methods and techniques of drawing the human form
through the use of live models. Emphasis will be placed on perceptual drawing
skills and accurately rendering the human form in a spatial environment.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and throwing techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to transparent watercolor; emphasizes perceptual observation to
explore color theory, media, and technique. Class sessions often include painting outside on location.
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book.
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART
106)
ART 315
Web Design II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterforms using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
This advanced course in plein air sketching is a continuation of ART 122,
which introduces observational skills and sketching on-site in the midst of
daily life as a meditative way of seeing deeply and responding to place. As
advanced students develop mastery of technique and expression of personal
subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor)
ART 330
Graphic Design II
Graphic Design II explores visual communications in the retail environment —
developing advertising materials, sales promotions, packaging, and displays.
Art 109
ART 332
Photography II
Advanced study in black and white film photography. Projects will encourage
the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to
archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and
research contemporary photographers. (Prereq.: ART 132)
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using
various software programs to create digital images, animation, and digital
games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced exploration in transparent watercolor; emphasizes individual
expression. (Prereq.: ART 257)
ART 368
Print Making II
Continued exploration of intaglio, relief, and mono/unique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
■ ART AND ARCHITECTURAL HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
110 Art
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western
and non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for ART 349)
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theatre Arts section for course description.)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art
spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western
aesthetics, and Western concepts of art. Students will meet Native artists, visit
a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or
112 or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENL 111 or 112 or HON 111)
Art 111
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 299
Directed Study
See description on page 100.
ART 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ART 499
Independent Study/Research
See description on page 100.
112
AUGSBURG CORE CURRICULUM—
AUG/KEY/GST
THE SIGNATURE CURRICULUM .
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial
to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to
complete the seminar if the student withdraws from the linked content
course(s) is at the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students
and to upper-division students who have advanced knowledge of a language
other than English or have studied abroad for a full semester (including in
English-speaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add
dimension to each student’s reflective writing.
LIBERAL ARTS FOUNDATION .
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses
(listed under academic departments) or through interdisciplinary Connections courses.
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand
and appreciate various art forms: theatre, music, opera, visual arts, dance, and
film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli-
Augsburg Core Curriculum 113
gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, spring)
SBS 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course
depends on ecological visions of the world and examines the connections we
share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights
offered by political science, biology, economics, literature, sociology, chemistry,
and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday
lives, and a central feature of the course is the application of knowledge
gained in the class to a campus project. (Social and Behavioral Sciences LAF,
fall)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences
LAF. Prereq.: SCI 110)
SKILLS.
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability
of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to
complete GST 100 with a minimum grade of 2.0 or better. Students who have
passed the Critical Thinking Assessment may take the class only with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
114 Biology
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence
in arguments, with an emphasis on interpretation, evaluation, communication,
and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance.
Common techniques involving statistical opportunism, conditional reasoning
using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the
influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.:
MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an
approved not-for-credit/internship/work experience. Reflection activities and
work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or
seniors will fulfill the Augsburg Experience graduation requirement.
BIOLOGY—BIO
W
e are in the midst of a revolution in biology. From the unraveling of
information locked within the human and
other genomes to the complexities of interactions between organisms in diverse
ecosystems in changing environments,
biologists and members of the public are
grappling with an almost overwhelming
flood of new information. By focusing on
the core principles of biology, students are
given the tools with which to interpret
results coming out of the revolution, and
by early exposure to original independent
research projects, given the opportunity to
themselves contribute to our understanding of the natural world. Integration across
biological sub-disciplines is emphasized,
paralleling the integration taking place in
the maturing field of systems biology. As
biological phenomena become amenable to
the analytical tools of chemistry, physics,
mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful
study of biology. Biological forces have
many profound effects on society and in
turn humanity has strongly affected our
biosphere. Thus, service-learning opportunities are tightly integrated within the curricula.
For many, an undergraduate major in
biology serves as a springboard for further
study. Augsburg graduates have gone on to
graduate studies in the life sciences, leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
Biology 115
have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural
resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer
Bankers-Fulbright, Ralph Butkowski,
William Capman, Brian Corner, David
Crowe
DEGREE AND MAJOR REQUIREMENTS.
Students may choose one of the following degree options: Bachelor of Science in
Biology, Bachelor of Arts in Biology, or
Bachelor of Arts in Life Sciences.
Bachelor of Science in Biology
Nine courses including:
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
and
BIO 361 Plant Biology
or BIO 481 Ecology
Required Supporting Courses for
Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
Bachelor of Arts in Biology
The same biology course requirements
as for the Bachelor of Science degree, but
with the following supporting courses:
Required Supporting Courses for
Bachelor of Arts
CHM 105/106 Principles of Chemistry
or CHM 115/116 General
Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 145 Calculus I
or MAT 163 Introductory
Statistics
or PSY 215 Research Methods:
Design, Procedure, and Analysis I
and five upper division biology electives
chosen from the following list:
Bachelor of Arts in Life Sciences
BIO 351
BIO 353
This major is appropriate for students
also seeking secondary teaching licensure
in biology.
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate
Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and
Molecular Biology
Animal Physiology
Developmental Biology
Microbiology
Ecology
Immunology
Special Topics in Biology
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division biology electives are required, along
with:
Two additional science courses, chosen
from the following list:
PHY 101
SCI 106
An introductory geology course
116 Biology
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer course policy for majors and
minors
All transfer courses, including ACTC
courses, must be approved in writing by
the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the
last 10 years will be considered. No more
than two upper division courses from
other institutions may be applied toward
the major.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 151 and 152 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 253 and Organic Chemistry
(when appropriate) in the second year.
Students should complete their math
requirements early in their college careers.
A GPA of 2.00 for BIO 151, 152, and 253
is a prerequisite for enrollment in upper
division biology courses. A grade of 2.00
or above is required for all upper division
courses applied toward the major.
Biology for Health Sciences
GPA of 3.50 in biology and 3.00 overall, one course of approved independent
study (BIO 499) or a research internship
combined with BIO 498, public presentation of results along with a written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Prerequisite requirements for health
sciences vary with the program and the
institution. Care should be taken to study
the requirements for every program well in
advance of making application. In general,
medical schools require a two semester
sequences in calculus, physics and organic
chemistry. Biochemistry is also commonly
required and in some instances statistics
and literature. Programs in physician assistant training, veterinary medicine, physical
therapy and such typically have a more
extensive list of prerequisites. Students
considering a post-baccalaureate program
in these areas should consult early and
often with health science advisers — Dixie
Shafer and Dale Pederson.
Minor
Graduate Training in Biology
A course in general chemistry and five
biology courses including BIO 151, 152,
253, and two upper division courses. The
majority of courses in biology must be
taken at Augsburg College.
Graduate programs in biological fields
typically require two semesters of general
chemistry, organic chemistry, calculus and
physics. Also required is extensive involvement in research through Aug Experience,
internships and/or independent study.
Careful consultation with the Biology
Departmental Honors
Biology 117
adviser is recommended to select among
course work and research options.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major.
The state requirements may be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure
must be completed before beginning student teaching.
Beta Beta Beta
Membership in the Augsburg Chapter
of this national biology honor society is
open to those students who have completed at least one upper division biology
course and have a GPA of 3.00 in biology.
Cooperative Education and Service
Learning
The department works with the Center
for Service, Work and Learning in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
Augsburg Student Association for
Health Sciences
The Augsburg Student Association for
Health Sciences exists to serve all students
preparing for post-baccalaureate study
and/or careers in medicine and allied
health professions. It facilitates volunteer
and work opportunities, provides contact
with admissions representatives from several professional schools, and arranges visits with alumni in several health fields.
BIOLOGY COURSES.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and
skills based on instructor-generated research projects. It is offered through a
selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an
AugExperience as an experiential course in research if the student project
results in presentation of the work in subsequent semesters. All are welcome
to apply. (Prereq: Invitation to participate in course; 0.5 course)
118 Biology
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test hypotheses are considered.
(Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply
to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121
and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life,
genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major
or minor in biology. Students are strongly encouraged to take CHM 100 before
taking this class. Fall and spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science
majors, including cell and molecular biology, energy metabolism, genetics. BIO
151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.
Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration
in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and
253 must be taken in sequence except by permission of instructor. (Three
hours of lecture, four hours laboratory. Spring)
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Fall: alternate years)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology
of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253.)
Biology 119
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three hours lecture,
four hours laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three hours lecture, four hours laboratory. Prereq.: BIO 369.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions,
emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.:
BIO 253.)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur
during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253,
junior standing.)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates
the structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and
mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring)
120 Biology
SCI 490
Integrated Keystone
The Natural Science Keystone explores the connections of science with the
world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science
in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course
offerings. Topics may vary.
Internships and Independent Study Courses:
BIO 199
lnternship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
DEPARTMENT OF
BUSINESS ADMINISTRATION—
BUS, ACC, FIN, MIS, MKT
O
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair
and International Business Coordinator),
William Arden (Management
Coordinator), Nora M. Braun (MIS
Coordinator), John C. Cerrito, Peggy M.
Cerrito, C. Lee Clarke, David Conrad, John
Furia, R. Brooks Gekler, Marc D. Isaacson,
Amin E. Kader, Ashok K. Kapoor (Finance
Coordinator), Steven J. LaFave
(Accounting Coordinator), Laura K. Lazar,
Lori L. Lohman, Rosanne Malevich, Marc
McIntosh, Fekri Meziou, Lori A. Peterson,
Milo A. Schield, David G. Schwain
(Marketing Coordinator), Kathryn A.
Schwalbe, Peter Stark, Stuart M. Stoller,
Steve Zitnick
Business Administration 121
GENERAL REQUIREMENTS.
Majors
The Department of Business
Administration offers five majors: business
administration (BUS), accounting (ACC),
finance (FIN), management information
systems (MIS), and marketing (MKT—day
program only).
Specializations
Specializations provide students majoring in a field of study the opportunity to
deepen their knowledge of a particular
aspect of this major area. Within the business administration major there are four
specializations: management, marketing
(WEC only), music business, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to
students majoring in fields outside the
Department of Business Administration, in
addition to students majoring in other
areas in the Department of Business
Administration. The Department of
Business Administration offers six minors:
business administration, international business, music business, accounting, management information systems, and marketing.
Certificate Programs
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The department
offers certificates in information technolo-
gy, business management, and finance
through the Weekend College program.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimum
number required (see page 80), students
must avoid taking too many electives in
the major or minor or exceeding the 13course limit per academic department (14
courses for accounting majors). Courses
designated as ACC, BUS, FIN, MIS, and
MKT are considered as being in the same
academic department. Taking extra electives, or choosing a particular combination
of major and minor may require students
to complete more than the minimum
number of credits required for graduation.
Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, finance, MIS,
or marketing are strongly encouraged to
select a departmental adviser who teaches
in their major. This should be done by the
end of the sophomore year at the latest. In
addition to advising, departmental faculty
can counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
122 Business Administration
Internships
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship
(BUS/ACC/FIN/INS/MIS/MKT 399) during
their junior or senior year. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Advisers should be consulted
about internships.
The international business faculty
actively support international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
BUSINESS ADMINISTRATION—BUS
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
DEGREE AND MAJOR REQUIREMENTS.
Business Core
Nine courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
FIN 331 Financial Management
Note: All business majors are encouraged
to take KEY 490 “Vocation and the
Meaning of Success” to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Specialization in Management
Business core plus four courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Administration 123
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the business administration major, management
specialization. The graduation skill in
Speaking (S) is met by completing the following courses:
S: MIS 376 or ECO 318
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in International
Business
Business core plus four courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one additional upper division course in
either international business or international economics.
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Specialization in Music Business
Business Core* plus seven courses:
MUS/BUS 105 The Music Business
MUS/BUS 245 Arts Management and
Concert Promotion
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — or — 2 MUS credits and 1
MUE credit, selected from: (2 credits must
be in residence at Augsburg):
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(other MUS courses as approved by adviser)
*Music Business majors are exempt from
BUS 379 and may substitute BUS 254 in
place of BUS 242 or 200.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: MUS/BUS 105 or MUS/BUS 245
W: MUS/BUS 105 and MUS/BUS 245
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
124 Business Administration
Specialization in Marketing (Weekend
College students only)
Business core plus three courses:
MKT 352 Marketing Research
MKT 355 Marketing Communications
or MKT 357 Advertising
MKT 450 Marketing Management
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the business
aministration major, marketing specialization. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Business
Administration and Economics
Eleven courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or FIN 331 Financial Management
and one other upper division business
administration, accounting, finance, MIS
or marketing course.
ECO 112
ECO 113
ECO 312
ECO 313
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
and one other upper division economics
course
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the combined
major in business administration and economics. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 or 200, MKT 252, FIN 331 or BUS 264
or 379. Other configurations may be permitted with the approval of the department
chair.
This minor is automatically completed
while completing a major in accounting,
finance, MIS or marketing.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
200 or MKT 252, and three courses in
international business (one may be in
international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in Music Business
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC
221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two
additional music course credits beyond
MUS 105 and MUS 399 (maximum of 1
credit in MUE and/or MUP courses).
Business Administration 125
This minor is a collaborative program
between the music and business departments. The minor is a course of study
designed both for the music major desiring
additional preparation in business and for
the non-music major interested in pursuing a career in the music industry.
Departmental Honors
See Business Administration
Department Chair.
BUSINESS ADMINISTRATION COURSES.
BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing,
Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as MUS 105.
BUS 200
Exploring Business as Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be
exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and
international business.
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of
the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry
topics and in benefiting from practical field experience. (Prereq.: BUS/MUS
105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
126 Business Administration
BUS 264
Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions.
Analysis of business cases involving non-financial data. Focus on predicting,
understanding, and managing variation: modeling, sampling, optimizing, etc.
Reviews descriptive and inferential statistics. Uses spreadsheets for statistical
analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting.
Communicate results in a form that facilitates decisions by non-quantitative
managers. Attention to alternate choices, sub-optimization, and unanticipated
consequences. Optional topics include process control, six-sigma, data mining,
and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC &
Evening schedule: Additional evening sessions are required.)
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200)
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics
include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either
MPG 3 or completion of MAT 171. WEC and evening schedule: Additional
sessions are required, usually on a weekday evening.)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.)
Business Administration 127
BUS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 299
Directed Study
See description on page 100.
BUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
BUS 499
Independent Study/Research
See description on page 100.
ACCOUNTING—ACC
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
128 Business Administration
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year bachelor’s
degree plus a master’s degree.
DEGREE AND MAJOR REQUIREMENTS.
Accounting Major
Business Core Requirements
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics or
MAT 373 Probability and Statistics I
BUS 301 Business Law
FIN 331 Financial Management
Required Accounting Courses
Four courses including:
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students should take the courses in the
sequence given above.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
accounting major. The graduation skills in
Speaking (S) and Writing (W) are met by
completing the following courses:
S: ACC 423 or ACC 424
W: ACC 423 and ACC 424
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Joint B.A. in Accounting and Master
of Arts in Leadership
A B.A. in Accounting and an M.A. in
Leadership (MAL) can be earned in this
five-year program designed for students
who wish to qualify for CPA certification
and obtain a master’s degree. By the end of
the 5th year and successful completion of
all requirements, the student receives both
a B.A. in Accounting and an M.A. in
Leadership and will have fulfilled the 150-
Accounting 129
hour requirement to qualify for the CPA
certification. The MAL program offers a
large number of courses on a weekend
schedule. Please refer to the MAL program
catalog for a complete list of course offerings.
It is recommended that the students
meet with an accounting adviser to create
an effective plan for successful completion
of the five-year program.
Requirements:
1. Students must apply for admission to
the MAL program at the end of their junior
year. The application process includes:
submission of a completed application
form, three letters of recommendation (two
from professors and one from an employer), a personal statement, an example of
their writing in an academic paper, a GPA
of at least 3.30, and an interview with a
three-person panel from the MAL program.
2. Students must also have faculty
endorsement from the accounting program.
3. Students must complete at least on
year of accounting work experience (either
a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222, FIN 331 or ACC 324, ACC
322, 323
and one of the following: MIS 260, BUS
379, ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
ACCOUNTING COURSES.
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
130 Accounting
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS
200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or
BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 299
Directed Study
See description on page 100.
ACC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ACC 499
Independent Study/Research
See description on page 100.
FINANCE–FIN
T
he finance major prepares students
for professional careers in corporate
finance and the financial services industry.
Besides careers in the finance/accounting
area in all businesses large and small, this
major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and
practice, investments, accounting theory,
money and banking, and international
finance.
Students are encouraged to complete an
internship prior to graduation.
Proficiency in the use of spreadsheets
such as Excel is expected.
Coursework provides a foundation for
graduate school and professional career
examinations such as the Chartered
Financial Analyst (CFA) conducted by the
CFA Institute.
DEGREE AND MAJOR REQUIREMENTS.
Finance Major
Finance Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
131
BUS 301
FIN 331
Business Law
Financial Management
Required Finance Courses
Five courses including:
ACC 322 Accounting Theory and
Practice I (Prereq: ACC 222)
FIN 433 Financial Theory: Policy and
Practice (Prereq: FIN 331)
FIN 438 Investment Theory (Prereq:
ENL 111 or 112 or HON 111
and FIN 331)
FIN 460 International Finance (Prereq:
FIN 331)
ECO 315 Money and Banking (Prereq:
ECO 112)
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
Finance major. The graduation skill in
Speaking (S) is met by completing the following course:
S: FIN 438
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: Finance majors are encouraged to
take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core
Curriculum Senior Keystone requirement.
(See course description under Augsburg
Core Curriculum.)
132 Finance
FINANCE COURSES.
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate
planning.
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.
(Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331)
FIN 460
International Finance
This course develops tools for practicing multinational financial management
including: currency exchange rates, risk, forecasting, spot and forward
rates, hedging, international monetary and trade flows as represented in
the accounting and macroeconomic identities for current account and
trade deficits. This course extends the framework of financial management
to include international transactions as well as ethical considerations.
(Prereq: FIN 331)
MANAGEMENT INFORMATION
SYSTEMS—MIS
T
he major in management information systems prepares students for professional careers in information systems such
as application developer, business systems
analyst, IT consultant, or project manager.
MIS studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and develop
new systems. MIS is an extensive major
(16 courses) and includes courses from
computer science, mathematics, economics, business, accounting, finance, and
marketing as well as from MIS.
DEGREE AND MAJOR REQUIREMENTS.
Management Information Systems
Major
Business Core Requirements
Seven courses including:
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
FIN 331 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
or BUS 264 Statistical Literacy for
Managers
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
MKT 252 Principles of Marketing
MIS 260 Problem Solving for Business
Required MIS Courses
Five courses including:
MIS 270 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376
MIS 475
MIS 476
Project Management
Systems Analysis and Design
Information Systems Projects
Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to
Networking and
Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the MIS major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement. (See course description
under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113,
BUS 242 or 200 or MKT 252, and MIS 376
or ECO 318.
133
134 MIS
MIS COURSES.
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational
databases. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or
112 or HON 111)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Marketing 135
Internships and Independent Study Courses:
MIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 299
Directed Study
See description on page 100.
MIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MIS 499
Independent Study/Research
See description on page 100.
MARKETING—MKT
T
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects.
Augsburg’s metropolitan location makes it
easy for marketing students to complete
marketing plans, research studies, and
other projects for leading Twin Cities companies and not-for-profit organizations.
DEGREE AND MAJOR REQUIREMENTSS
Marketing Major
Business Core Requirements
Ten courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
BUS 301 Business Law
FIN 331 Financial Management
MIS 260 Problem Solving for Business
BUS 379 Quantitative Methods for
Business and Economics
136 Marketing
or BUS 264 Statistical Literacy for
Managers
Required Marketing Courses
Five courses including:
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the marketing
major. Consult your department chair or
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT
352, and two additional marketing courses.
This minor is recommended for anyone
who wishes to further their knowledge of
the marketing field.
MARKETING COURSES.
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
MKT 350
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with
consent of instructor. Augsburg statistics courses that will automatically fulfill
the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or
PSY 215.)
Marketing 137
MKT 354
Sales Management
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas,
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 357
Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either
MKT 355 or 357 can be taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to marketing in an international
setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 299
Directed Study
See description on page 100.
MKT 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MKT 499
Independent Study/Research
See description on page 100.
138
CHEMISTRY—CHM
C
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
•To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
•To provide programs of study for professional goals in addition to the traditional positions as chemists.
•To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
•To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
•To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, David R. Hanson, Sandra
L. Olmsted
DEGREE AND MAJOR REQUIREMENTSS.
■ BACHELOR OF ARTS
Major in Chemistry
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of
Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
One course in biochemistry and one additional course from:
CHM 364 Physical Chemistry II
Chemistry 139
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the first year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional
Students
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Other pre-health and preprofessional students (physician assistant,
pharmacy, engineering, etc. — see pre-professional program listings in the Academic
Information section) should consult members from the chemistry department for
assistance in course planning early in their
college careers.
■ BACHELOR OF SCIENCE
American Chemical Society Approved
Major
CHM 115, 116 General Chemistry I, II
or CHM 105, 106 Principles of Chemistry
I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122 General Physics I, II
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, and computer proficiency.
General Education Accommodation
B.S. chemistry majors are allowed a two
course reduction in the general education
program. See Graduation Requirements
modification section of this catalog.
Graduation Skills
The Critical Thinking and Writing
graduation skills are embedded throughout
the chemistry major for both B.A. and B.S.
degrees. ENL 111 should be taken in the
140 Chemistry
first year. Consult members of the chemistry faculty concerning the Quantitative
Reasoning (QR) graduation skill. The
Speaking skill is met through COM 115
(or COM 111) and further developed in
upper division chemistry courses.
all; one course or summer of approved
research; participation in seminar.
Departmental Honors
Note: Credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over-
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351, 352, and CHM 353.
CHEMISTRY COURSES.
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 100/102 Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM
100 and CHM 102 for credit. (Prereq.: MPG 2)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. and concurrent registration with MAT 105, or MPG 3. Fall)
Chemistry 141
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 4. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
142 Chemistry
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent
registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. A course in biochemistry is recommended.
Spring, alternate years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory consists of preparations using a
variety of techniques. (Three one-hour lectures, one three-hour laboratory.
Prereq.: CHM 352, 361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Chemistry 143
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 299
Directed Study
See description on page 100.
CHM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
CHM 499
Independent Study/Research
See description on page 100. (Prereq.: junior or senior standing)
144
CLINICAL LABORATORY SCIENCE—CLS
C
linical laboratory scientists perform
complex biological, microbiological, and
chemical tests on patient samples. They
also use, maintain, and troubleshoot
sophisticated laboratory equipment in the
performance of diagnostic tests. The clinical laboratory scientist analyzes these test
results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests
based on DNA and RNA technologies. In
addition, the clinical laboratory scientist
will find opportunities in test development, experimental design, administration,
and education.
The curriculum requires a minimum of
six semesters on campus to complete the
pre-requisite curriculum. Students spend
an additional 12 months of clinical education in a hospital-sponsored, accredited
program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course
work.
Admission to the clinical laboratory science major is on a competitive basis.
Students apply for admission to the clinical
laboratory science program early in the fall
semester of the academic year just prior to
the beginning of their professional studies,
typically in the junior year. Formal acceptance into the hospital-sponsored program
is based on the submission of an application for admission to the major, personal
recommendations, review of academic performance, and interview with the Program
Admission Committee. A minimum grade
point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the
College. The hospital program affiliated
with Augsburg is the Fairview Health
Services. The program is accredited by the
National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS), 8410 W.
Bryn Mawr, Suite 670, Chicago, IL, 60631,
773-714-8880.
During the clinical component in an
accredited hospital program, students will
register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation the following spring.
Graduates of the program are eligible to sit
for certification examinations offered by
national certification agencies.
Hospital affiliates of Augsburg College
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional
Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for
clinical laboratory science (CLS) majors
To complete the program in four years,
students must:
a. achieve MPG 3 or 4, AND
b. qualify for ENL 111, AND
c. score above 45 on the critical thinking exam, AND
d. do not require ENL 217/218, AND
e. meet graduation skills requirements
within the major and supporting courses,
AND
f. satisfy the Engaging Minneapolis
requirement with BIO 151/152
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. The graduation
skill in Speaking (S) is met by completing
COM 115. Consult your department chair
Clinical Laboratory Science 145
or academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
First year:
Fall Term:
BIO 151: Introductory Biology
CHM 105 or CHM 115: General Chemistry
REL 100: Search for Meaning
Elective
Spring Term:
BIO 152: Ecology, Evolution and Diversity
CHM 106 or CHM 116: General Chemistry
ENL 111
Elective
Second Year:
Fall Term
BIO 253: Introductory Cell Biology
CHM 351: Organic Chemistry I
REL 200: Search for Meaning
Elective
Spring Term
BIO 355: Genetics
CHM 352: Organic Chemistry II
MAT 163: Statistics (QR)
Elective
Third Year:
Fall Term
BIO 369: Biochemistry
BIO 473: General Physiology
Elective
Elective
Spring Term
BIO 476: Microbiology
BIO 486 Immunology
Elective
Elective
Fourth Year: Clinical Program
Summer Session
CLS 400: Introduction to CLS
CLS 405: Body Fluids
CLS 410: Clinical Hematology/Hemostasis
CLS 415: Clinical Immunology
CLS 425: Clinical Chemistry
Clinical Rotations:
Fall & Spring Semester
CLS 450: Applied Clinical Chemistry
CLS 455: Applied Hematology/Hemostasis
CLS 460: Applied Immunology
CLS 465: Applied Immunohematology
CLS 470: Applied Clinical Microbiology
Fall Semester
CLS 420: Immunohematology
CLS 430: Clinical Microbiology
CLS 433: Virology/Mycology/Parasitology
CLS 435: Molecular Diagnostics
Clinical Rotations
Spring Semester
CLS 440: Laboratory Management &
Education
CLS 445: Research Design & Methods
LS 475: Advanced Applications in CLS
CLS 480: Advanced Topics in CLS
CLS 485: Advanced Studies in CLS
SCI 490: Keystone course
Clinical Rotations
Special core requirement courses and
professional courses must be completed
with a grade of “C” (2.0) or above.
Students must meet all College graduation
requirements including General Education,
grade point, College residency, and total
credits.
146 Clinical Laboratory Science
CLINICAL LABORATORY SCIENCE COURSES.
CLS 400
Introduction to Clinical Laboratory Science
CLS 405
Body Fluids
Course is designed to provide the CLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also
provide teamwork, leadership, and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353;
BIO 355 and 476; and admission to the CLS program)
Covers concepts related to the formation, distribution, and function of body
fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory component will focus on
specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO
355, 476 and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for
the specific diagnosis of immunodeficiency diseases, malignancies of the
immune system, autoimmune disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory sessions offer exercises in methods
for detection of antigens and antibodies in patient specimens. (Prereq.: CHM
352; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing,
storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance of blood bank procedures, donor
processing, compatibility testing, antibody screening and identification.
(Prereq.: BIO 355, 369, and 486; and admission to the CLS program)
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ
systems, with an emphasis on the corresponding clinical laboratory procedures
and human disease states. Discussion will include the clinical correlations of
the analytical procedures data with the diseases. The laboratory section covers
skills necessary to the performance of clinical chemistry test procedures.
(Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program)
Clinical Laboratory Science 147
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma
as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of
transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be
placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and
Immunology; and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans.
Topics include clinical signs and symptoms of the disease process, specimen
collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality
assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and
practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the
CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus
on human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered.
(Prereq.: MAT 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry
in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS
program and CLS 400 and 425)
148 Clinical Laboratory Science
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in
CLS 415. Using patient specimens, students will gain experience in the clinical
immunological techniques, methods, and management of antigen-antibody
reactions and identify the relationship to diseased states. The rotation also
includes the fundamentals of HLA testing and Flow Cytometry techniques
with interpretation of results. (Prereq.: admission to the CLS program and CLS
400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in
CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management,
solving of patients’ blood compatibility problems, apheresis, and cell therapy.
(Prereq.: admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student
will process a variety of patient specimens in the microbiology laboratory and
gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS
430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such
as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and
lecture included. (Prereq.: admission to the CLS program and enrollment in
applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory
testing with an emphasis placed on its impact on current laboratory practice
and outcomes assessment. (Prereq.: admission to the CLS program and CLS
405, 410, 415, 420, 425, 430, 433, 435, and 440)
Communication Studies 149
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS
program. Student will complete a research project under the supervision of
a mentor. Course culminates in a major paper and presentation. Area of
emphasis will be in one of the specialty or subspecialty areas included in the
clinical laboratory practice. (Prereq.: admission to the CLS program and senior
standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor.
(Prereq.: admission to the CLS program; repeatable for maximum of one
credit)
COMMUNICATION STUDIES—COM
O
ur discipline is grounded in rhetorical and scientific principles and is guided
by the need to make communicative choices that are artful, ethical, and effective.
Students who major in communication
studies are concerned with: interpersonal
relationships, mass media, public advocacy
and social influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen
Chamberlain, Wes Ellenwood, Robert
Groven, Daniel Hanson, David Lapakko
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Communication Studies Major
Twelve courses overall — eight required
core courses and four courses within one
of eight emphases. For transfer students, at
least six of these courses must be taken at
Augsburg.
Required of all communication studies
majors:
COM 111
Public Speaking
COM 280
Introduction to
Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 354
Interpersonal
Communication
COM 355
Small Group
Communication
150 Communication Studies
COM 321
Business and Professional
Speaking
or COM 329 Intercultural
Communication
COM 490 Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students
interested in studying communication from
an artistic and humanities perspective. It is
appropriate for career interests such as:
communication graduate school; other
professional graduate programs (e.g. law
school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional
speaker, or speech writer.
Four additional electives from the following: COM 321 (required), COM 329,
345, 399, 499; THR 350, 360; BUS 242,
301; ENL 220; POL 326, 342, 370; PSY
271, 325; REL 383; SOC 362, 363
Organizational Communication
Emphasis
Appropriate for: business related
careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Human Relations Emphasis
Appropriate for students pursuing the
study of how organizations manage their
internal structure and personnel. People
who work in this area deal with such
issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340
(required); COM 321, 326, 329, 345, 399,
410; PSY 373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the
communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in
an organizational role in marketing communication.
Four additional electives from: MKT
252 (required); COM 321, 326, 329, 399,
410, 480; MKT 352, 355, 357, 450; POL
342
Public Relations and Advertising
Emphasis
Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An
internship in public relations, advertising,
or a related field is required.
Four additional electives from the following: COM 345 (required), COM 321,
326, 329, 399, 410, 480, 499; BUS 242,
340; PSY 271, 325, 373; SOC 265, 349,
375
Four additional electives from: ENL
227 (required); COM 321, 326, 329, 345,
399, 410, 480; ART 132, 224, 225; BUS
242, 379; MKT 252, 355, 357; PSY 373;
SOC 349, POL 342
Supervisory Management Emphasis
Mass Communication and Journalism
Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242
or 440 (required); COM 321, 326, 329,
399, 410, 480, 499; BUS 340; ENL 223;
MIS 260; PSY 373; SOC 349
Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and
production), media criticism and policy, or
graduate school in mass communication or
journalism.
Communication Studies 151
Four electives from the following: ENL
227 (required); COM 247, 321, 329, 343,
348, 399, 499: ART 132, 215, 224, 225,
315, 330, 340; ENL 226, 228, 241, 324,
327; POL 342; THR 232, 233, 325, 350,
360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be
especially helpful for students planning to
do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC
362 or ENL 420 (required); COM 321,
329, 499; PHI 230; POL 483; PSY 215,
315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate
in Augsburg’s interscholastic forensics program. Students should be aware that the
tournament season is essentially from
October through mid-March, and should
plan schedules accordingly.
All day majors should plan to include
at least one internship (COM 399) as one
of their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: COM 111 or 115
W: COM 351 and any 200 level writing
course in English
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Communication Arts/Literature
Teacher Licensure Major
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The
course requirements for this program are
listed in the Department of English section
of the catalog.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.50 GPA
in the major and a 3.00 GPA overall, and,
as part of their major program, complete a
substantial independent project of honors
quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
152 Communication Studies
Communication Studies Minor
Required of all Film Majors:
Six courses including:
COM 111 Public Speaking
COM 280 History of Rhetorical and
Communication Theory
POL 342 Mass Communication in
Society
or COM 343 Studio Production
COM 351 Argumentation
or COM 352 Persuasion
COM 354 Interpersonal Communication
COM 345 Organizational Communication
or COM 355 Small Group
Communication
Six Core Courses
FLM/THR 216 Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
FLM/THR 420 Issues in Contemporary
Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Film Major
The Augsburg film major reflects our
belief that students are transformed
through a well-rounded curriculum that
encourages creativity, critical analysis and
inquiry, ethical considerations, and an
understanding of the synergy between theory and practice. The major explores the
tension between art and commerce
through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist
series. Students will gain experience in
scripting, directing, editing, and acting for
both 16mm film and digital. Students will
be introduced to the study of film theory,
criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre,
philosophy, communication studies,
women’s studies, and American Indian
studies, to name a few.
Film Faculty
Deb Redmond (Program Director),
Kristin Anderson, Julie Bolton, Michael
Burden, Robert Cowgill, Cass Dalglish,
Wesley Ellenwood, Darcey Engen, Doug
Green, Martha Johnson, Elise Marubbio,
Robert Thom
Five electives (three must be upper
division) must be chosen from the three
defined tracks below in consultation with
your adviser who is designated by the
program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be
chosen.
Film majors should fulfill the Senior
Keystone requirement in either the English
Department or Art Department.
Track #1 Production: This track is
designed for students interested in producing films/videos. Electives include:
FLM/THR 312 16mm Film II, COM 343
Studio Production, COM 348 Digital Video
Production, COM 499 Independent Study,
Art 132 Photography, ART 215 Design for
New Media I, ART 315 Design for New
Media II, ART 340 Digital Imaging, ENL
228 Broadcast and Online Journalism,
MUS 130 Intro to Music and the Fine Arts,
PHY 119 Physics for the Fine Arts, THR
328 Stage Design
Track #2 Performance: This track is
designed for students interested in acting
and directing. Electives include: THR 233
Acting for the Camera, THR/ENL 325
Playwriting, THR 366 Stage Direction,
THR 328 Theatrical Design, THR 360
Interpretive Reading, THR 350 Voice for
Stage and Screen,THR 499 Independent
Study, ENL/FLM 328 Screenwriting, PHY
119 Physics for the Fine Arts
Communication Studies 153
Track #3 Theory & Culture: This track
is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221
Expository Writing about the Arts and
Popular Culture, ENL 228 Broadcast and
Online Journalism, ENL 240 Introduction
to Literary Study, ENL 430 Advanced
Studies in Theory and Method, COM 499,
AIS 364 Indigenous Filmmakers, AIS 264
American Indians in Cinema, AIS 208/408
Native American Women & Film, ART 240
Art History, PHI 260 Philosophy and the
Arts, PHI 120 Ethics, PHY 119 Physics for
the Fine Arts, SPA 248 Spanish and Latin
American Culture Through Film, REL 309
Religion at the Movies
Film Minor
Six courses including:
ENL 241 Introduction to Cinema Art
FLM/THR 216 Film Production I
THR 233 Acting for Camera
COM 343 Studio Production
FLM/THR 420 Issues in Contemporary
Cinema
Plus one of the following:
THR/ENL 325 Playwriting
or ENL/FLM 328 Screenwriting
THR 328 Stage Design
COM 247 Documentary
COM 348 Digital Video Production
THR 366 Stage Direction
AIS 364 Indigenous Filmmakers
Note: For transfer students, at least
three of these six courses must be courses
offered at Augsburg. Prospective minors
must obtain prior approval from a film faculty adviser.
COMMUNICATION COURSES.
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take only
one of either COM 111, COM 112, or COM 115 for credit. Fall, spring)
COM 112
Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest
situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis.
(Note: Students may take only one of either COM 111, COM 112, or COM
115 for credit. Fall)
COM 115
Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public
speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical
fields, with special attention to distinguishing expert or lay audiences, and the
use of technical vocabulary and notation systems. (Note: Students may take
only one of either COM 111, COM 112, or COM 115 for credit.)
154 Communication Studies
FLM/THR 216 Film Production I
This course demonstrates the basics of 16mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
FLM/THR 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays
in artistry of theatre and film.
COM 247
Documentary
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
COM 280
Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world
of ideas that serves as the foundation for the field of communication studies.
(Fall)
FLM/THR 312 Film Production II
The focus of this course builds on the lessons learned in FLM/THR 216 and
adds the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or
115)
COM 326
Building Working Relationships
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following courses —
SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
COM 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years)
Communication Studies 155
COM 343
Studio Production
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems.
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
COM 343 or 247)
COM 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: COM
111 or 115 or consent of instructor. Fall)
COM 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: MPG 3;
COM 111 or 115 or consent of instructor. Spring)
COM 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
COM 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles, and conflict management. (Spring)
COM 410
Communicating a Self in the Modern Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
FLM/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371)
156 Communication Studies
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
COM 490
Communication Studies Keystone: Critical Conversations About
Communication and Vocation
A synthesis of communication theories and application of those theories to
each student’s sense of vocation. This course satisfies the Keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
COM 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 299
Directed Study
See description on page 100.
COM 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
COM 499
Independent Study/Research
See description on page 100.
ELECTIVES.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 440
BUS 450
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
INS 325
MIS 175
MIS 379
MKT 252
MKT 352
MKT 355
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR 325
THR 350
THR 360
COMPUTER SCIENCE—CSC
T
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The coursework provides students a strong base in computer science,
with emphasis on concepts rather than on
applications. We encourage students to
strengthen their coursework by electing an
internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them
to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett,
Charles Sheaffer, Erik Steinmetz, Shana
Watters
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Computer Science Major
Twelve courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 385 Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
and two electives from
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Computer Science Major
Sixteen courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
157
158 Computer Science
CSC 385
Introduction to Formal Logic
and Computation Theory
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers II
MAT 145 Calculus I
MAT 146 Calculus II
Two courses from:
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and
met by completing the major. Consult your
academic adviser for requirements for
meeting the Quantitative Reasoning (QR)
graduation skill. The graduation skill in
Speaking (S) is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) A sequence of courses and presentations approved in consultation with the
Computer Science Department. Consult
your academic adviser for details.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science, six from economics, and a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Charles Sheaffer, Department of Computer
Science
Major in Computational Economics
Thirteen courses including:
MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or EC0 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
Computer Science 159
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Computational Philosophy
Computational philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Introduction to Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Symbolic Programming and
Artificial Intelligence
CSC 385 Introduction to Formal Logic
and Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242
History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
PHI 365 Philosophy of Science
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in computer science major
courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170,
210, 345, one additional upper division
computer science course, and one of MAT
171 or MAT 145.
A course must be completed with a
grade of 2.0 or higher to be counted as
completing a major requirement. A course
must also be completed with a grade of 2.0
or higher to count as a prerequisite for a
subsequent computer science course.
160 Computer Science
COMPUTER SCIENCE COURSES.
CSC 160
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, one-and-one-half
hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and
one of MAT 145 or MAT 171)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT
145 or MAT 171)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
CSC 373
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as
Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Computer Science 161
Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145
or MAT 171)
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
CSC 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 240 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 345 or concurrent registration, CSC 385 or concurrent registration, and
CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and CSC 385)
CSC 457
Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics
include geometric algorithms, geometric modeling, graphics techniques,
graphical user interfaces, human-centered software development, computer
animation, virtual environments and 3D immersive rendering. (Prereq: CSC
210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 299
Directed Study
See description on page 100.
CSC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading only.
CSC 499
Independent Study/Research
See description on page 100.
162
ECONOMICS—ECO
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the field of computer science. The combined economics/business administration
major allows students great flexibility in
order to explore both fields. Finally, the
teaching major in political science/economics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management information systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Augsburg offers degrees in economics,
applied economics, business and economics, computational economics, and economics and political science (education
majors only.) For the economics and
applied economics majors, the capstone
experience is Economics 490 Research
Methods in Econometrics. Students in
other majors should consult their adviser
for other alternatives.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Note: Transfer students must complete
at least three upper division economics
courses for a major and two for a minor.
Transfer classes must have been completed
in the last 10 years with at least a 2.0
grade.
Economics Faculty
Jeanne Boeh (Chair), Keith Gilsdorf,
Stella Hofrenning
DEGREE AND MAJOR REQUIREMENTS.
Major in Economics
Economics Core:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
and three other upper division economics
courses
Economics 163
Supporting Classes
Statistics Class:
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114 Precalculus
or MAT 145, 146 Calculus I & II
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Combined Major in Economics and
Business Administration
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 490 Research Methods in
Econometrics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 350 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
BUS 379 Quantitative Methods for
Business and Economics
or MAT 163
ENL 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human Identity
Major in Computational Economics
See Computer Science.
Five economics courses:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course.
Six accounting/business administration/MIS courses:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
MKT 252 Principles of Marketing
FIN 331 Financial Management
or BUS 379 Quantitative Methods for
Business and Economics
and one other upper division business
course.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
164 Economics
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students, therefore, should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; a senior thesis and comprehensive
oral examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Note: Students who plan to major in the
department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
ECONOMICS COURSES..
ECO 110
Economics of Urban Issues
This course studies the economic implications of many problems facing a
metro-urban environment especially in the areas of education, housing, and
transportation and is designed for those students who do not plan to major in
economics, business administration, or MIS.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113)
Economics 165
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring and alternate winter
trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall and alternate winter trimester)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years)
ECO 318
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester)
ECO 350
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics
This course applies economic principles to the management and utilization of
society’s environmental resources. It analyzes the role of externalities and the
public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined
include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
(Prereq.: Econ 113. Spring: alternate years)
166 Economics
ECO 370
International Economic Development
This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income
inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade
and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate
years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122. On demand)
ECO 490
Research Methods in Econometrics
This course provides an introduction to the application of statistical models
and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone
requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON
111)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (P/N Grading only.)
ECO 299
Directed Study
ECO 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: 50% of the major or consent of instructor.
P/N grading only.)
ECO 499
Independent Study/Research
EDUCATION—EED, ESE, EDC, EDU, SPE
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life
science, chemistry, and physics, grades 5-8
in general science, and K-12 specialist
licenses in visual arts, physical education,
music, and special education: EBD and LD.
(Note: special education: EBD and LD are
available in WEC only.) The K-12 Reading
Licensure Endorsement is also available at
the graduate level to already licensed
teachers.
Degree and/or licensure programs are
available in both weekday and weekend/
evening formats. Weekend College degree
and licensure programs are limited to elementary, communication arts/literature,
social studies, visual arts, and special education. Additional teaching majors are
available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during
regular weekday hours. All students must
have some time available each term for
field experiences.
A graduate level licensure option is
available in weekend/evening format to
those already holding a B.A. degree.
Graduate courses taken for licensure can
be applied to a Master of Arts in Education
degree. Contact the Education Department
or the Adult and Graduate Admissions
Office for information.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for
licensure: PPST, Principles of Learning and
Teaching Test, and one or more subject
matter tests.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are assigned an education
department adviser at the outset of coursework. All students are expected to become
knowledgeable of programs and follow
through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching program. Those interested in further information should contact the education department at least one year prior to
student teaching. Students who teach
abroad will do part of their student teaching in the Twin Cities area under direct
Augsburg faculty supervision.
167
168 Education
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. No one may be licensed under programs described in catalogs prior to 2002.
Students who entered the College under
earlier catalogs must comply with the
requirements of the new licensure programs.
Education Faculty
Lynn Lindow (Chair), Chris Brown,
Joseph Erickson, Jeanine Gregoire,
Gretchen Irvine, Mary Jacobson, Anne
Kaufman, Gregory Krueger, Susan
O’Connor, Vicki Olson, Donna Patterson,
Ron Petrich, Linda Stevens, Barbara West
ELEMENTARY EDUCATION—EED/EDC
Elementary Major and Licensure
Requirements:
SCI 110
SCI 111
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the
bachelor of science Liberal Arts
Foundation requirements.
Option B is for weekday, weekend and/or
transfer students with at least one college
level science course accepted in transfer or
for weekday students who have already
started this sequence.
PHY 103 Conceptual Physics
or EED 203 Elementary Education
Physical Science (summer
school only; does not fulfill
general education requirement)
or EED 200 Elementary Education Earth
Science (summer school only;
does not fulfill general education requirement)
BIO 102 The Biological World
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Math sequence for non-math specialty
students
MPG 3:
MPG 4:
MAT 137 Math for Elementary
Teachers I (required)
MAT 138 Math for Elementary
Teachers II (required)
MAT 137 (optional)
MAT 138 (required)
Science sequence for non-science specialty
students
Option A is for weekday students who do
not have college level science courses in
their background.
Natural Science I
Natural Science II
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
Foundations Block II (courses from this
point and on require admissions to the
department)
Elementary Education 169
EDC 310 Learning and Development
Methods Block I
EED 311 K-6 Methods: Health (.25)
EED 312 K-6 Methods: Physical
Education (.25)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
Arts/Children’s Literature
Methods Block II
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies/Thematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major
who do not complete student teaching can
graduate through the elementary education
non-licensure major.
Middle School Specialty Areas (requirements subject to change — see Education
Department for most current list)
Communication Arts Specialty
ENL 220 Intermediate Expository
Writing
ENL 240 Introduction to Literary Study
COM 329 or 351 or 354 or 355
EED 331 Middle School Writing Methods
(.5)
ESE 350 5-12 Methods: Adolescent
Literature/Reading in the
Content Areas
Social Studies Specialty
POL 121 American Government and
Politics
HIS 120, 121 or 122 US History
ECO 113 Microeconomics
Choose 1: HIS 103: HIS 104; PSY 105;
SOC 121; SOC 141
ESE 495 Topics: Human Geography
ESE 311 Middle School Methods: Social
Studies (.5)
Math Specialty
MPG 4 or MAT 114 Precalculus
MAT 145 Calculus I
MAT 163 Introductory Statistics
or MAT 373 Probability and Statistics I
MAT 252 Exploring Geometry
MAT 271 Discrete Mathematics
MAT 287 History of Mathematics
ESE 331 Middle School Methods:
Mathematics (.5)
Science Specialty
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106 Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 121 Human Biology
BIO 102 Biological World
PHY 116 Introduction to Physics
SCI 106 Meteorology
Geology (take elsewhere — see Education
Department for suggestions)
ESE 341 Middle School Methods:
Science (.5)
A minimum GPA of 2.50 overall, 2.50
in the major, 2.00 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major requirements.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
170 Elementary Education
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
A graduate-level elementary licensure
option is available through Weekend
College. Licensure is obtained through a
combination of graduate and undergradu-
ate credits. The graduate credits can be
used toward the MAE degree. Contact the
Education Department or the Adult and
Graduate Admissions Office for information.
Pre-Primary Specialty: A pre-primary
specialty for elementary is currently being
developed. Contact the Education
Department for further information.
SECONDARY EDUCATION—ESE/EDC
I
PROGRAM REQUIREMENTS.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health,
mathematics, music, physical education,
physics, social studies, and grades 5-8 general science.
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Methods Block I
ESE 300 Reading/Writing in the Content
Area
ESE 325 Creating Learning
Environments
Non-departmental requirements:
ENL 111 Effective Writing
HPE 115 Chemical Dependency (.5)
Capstone Block
EDC 410 Learners with Special Needs
EDC 490 School and Society
Foundations Block II (Courses from this
point and on require admission to the education department.)
EDC 310 Learning and Development
Methods Block II
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.03.0)
Elementary Education 171
A minimum GPA of 2.50 overall, 2.50
in education, 2.50 in the teaching major,
and P in student teaching are required for
licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or
better.
Art, Music, and Physical Education
Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary education program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary
levels. Note: Recommendation for teacher
licensure in music is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
Art, music, and physical education
teacher education programs lead to licensure for grades K-12.
Students may no longer license in a
minor field of study.
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Contact the Education Department or the
Adult and Graduate Admissions Office for
information.
EDUCATION CORE COURSES - EDC.
EDC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 200
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban
fieldwork experience required. This course meets Engaging Minneapolis
requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing)
EDC 206
Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide
an awareness and critical analysis of how prejudice, discrimination, and
stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview,
and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only)
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
EDC 211
Minnesota American Indians (.5)
An overview of cultural content, world view, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and
culture.
172 Elementary Education
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EDC 410
Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience required.
(Prereq.: PPST and admission to department or special permission of instructor)
EDC 490
School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and
professional development. Serves as final theoretical preparation for student
teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST
and admission to department)
ELEMENTARY EDUCATION - EED.
EED 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern
inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 203
Elementary Education Physical Science
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts
learned, students will develop demonstrations and lessons for K-5 classrooms.
Assessment is based on written assignments, a technology project,
lessons/demonstrations, and classroom participation. (Prereq.: PPST and
admission to department; students must be Elementary Education majors —
this course does NOT meet the Science Lab graduation requirement. Summer
only)
Elementary Education 173
EED 299
Directed Study
See description on page 100.
EED 311
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the
kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education
at the kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts/Children’s Literature
Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing,
and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department)
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: PPST and admission to depart-
ment)
EED 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementary levels. (Prereq.: PPST and admission to
department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.:
PPST and admission to department)
174 Secondary Education
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST
and admission to department. Day students register concurrently with EED
380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to
department)
EED 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required
for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
SECONDARY EDUCATION - ESE.
ESE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ESE 299
Directed Study
See description on page 100.
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. (Prereq.:
PPST and admission to department. Note: Students seeking the 5-12
Communication Arts/Literature license do not need to take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
Secondary Education 175
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and curriculum development.
Also required for elementary concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: PPST and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Required for communication arts/literature license. (Prereq.: PPST and admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and curriculum development.
Required for communication arts/literature license. (Prereq.: PPST and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.
(Prereq.: PPST and admission to department)
ESE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Secondary licenses require two courses. K-12 licenses require two to
three. Successful completion of student teaching occurs upon satisfactory
completion of licensure program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: PPST and admission to department)
176
SPECIAL EDUCATION:
EMOTIONAL/BEHAVIORAL DISABILITIES
AND/OR SPECIAL EDUCATION:
LEARNING DISABILITIES—SPE
T
EED 350
EED 360
SPE 315
SPE 400
A graduate level licensure option is
available through Weekend College.
Licensure is obtained through a combination of graduate and undergraduate credits.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
he special education EBD and LD
majors are available only through Weekend
College; ideally, to people who are currently in schools working with students with
this label. These majors lead to Minnesota
teaching licensure in special education
with a specialty in emotional/behavioral
disabilities and/or learning disabilities.
Courses labeled SPE are to be taken during
the final year of coursework while students
are working in an EBD or LD setting.
Variations on this ideal are possible; see the
Education Department for more information.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 211 Minnesota American Indians
(.5)
or EDC 206 Diversity/MN American
Indians
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Learners with Special Needs
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts/
Children’s Literature
K-6 Methods: Math
K-6 Methods: Science
Critical Issues Seminar (.5)
Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 490 Parent and Professional
Planning
SPE 481, 483, 485, 487 Student Teaching
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Required Education Courses for LD:
All courses for the EBD major, with the
exception of SPE 430, plus:
SPE 424 Etiology and Origins of
Learning Disabilities
SPE 434 Teaching Content Areas to
Students with Learning
Disabilities
Special Education 177
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a
final portfolio synthesizing your coursework and experience, and prepare for
student teaching. (Prereq.: PPST and admission to department)
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
SPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD).
This includes an in-depth look at the origin of learning disabilities, as well as
various theoretical models (sociological, biological, psychological, cognitive,
and behavioral) applied to understanding learning disabilities. The course will
also provide a critique of current philosophical positions in the field. Students
will also acquire knowledge related to accessing information relevant to the
field of learning disabilities. (Prereq.: PPST and admission to department)
SPE 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
178 Special Education
SPE 434
Teaching Content Areas to Students With Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as
having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in
these areas and the planning process involved. (Prereq.: PPST and admission
to department)
SPE 490
Parent and Professional Planning
This course examines the role of families of students with special needs,
specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized. This course along with SPE 315 meets the
Senior Keystone requirement in the core curriculum. (Prereq: PPST and
admission to department)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for
licensure. Student teaching occurs during the last year of coursework within
an internship context. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
SPECIAL EDUCATION MINOR.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor is
available through the weekday program.
Required courses:
EDC 410 Learners with Special Needs
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
EDC 410
PSY 105
Principles of Psychology
Choose one from the following:
PSY 250 Child Development
PSY 251 Adolescent and Young Adult
PSY 252 Aging and Adulthood
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Assessment
Interested students should contact the
director of special education at the outset
of coursework.
Learners with Special Needs
(see EDC course descriptions)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
ENGINEERING
A
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser. Contact Jeff
Johnson, Physics Department,
612-330-1070.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of
Engineering (B.A./B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
179
Bachelor of Arts/Master of
Engineering (B.A./M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A./B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
180 Engineering
Michigan Technological University
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University. Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
DEGREE AND MAJOR REQUIREMENTS.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENL 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics II
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the first year.
Students interested in chemical engineering also should take CHM 351, 352.
ENGLISH—ENL
T
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life’s
complexity, experience life as others do,
and better understand the world in which
we live and work. Students majoring in
English have the opportunity to choose
one of four concentrations: Literature,
Language and Theory; Media Writing;
Creative Writing; and Secondary Licensure
in Communication Arts/Literature.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English
Language Learners (ELL) students, or
tutoring in the writing lab.
181
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Doug Green (Chair), Robert Cowgill,
Cass Dalglish, Suzanne Donksy, Douglas
Green, John Harkness, Colin Irvine, Dan
Jorgensen, Deborah Kuhlmann, Dallas
Liddle, Scannell (James) McCormick, John
Reimringer, John Schmit, Kathryn
Swanson, Mzenga Wanyama, Cary
Waterman, Susan Williams
DEGREE AND MAJOR REQUIREMENTS.
Choosing a Concentration
The English Literature, Language, and
Theory concentration provides students
various approaches to the life-enhancing
study of the written word and visual text.
Spotlight courses focus on specific authors,
genres, or themes, and provoke discovery
of new literary experiences. Courses in
African American, Native American, Asian
American, and post colonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English,
American, and world literatures are organized by historical periods and provide a
classically structured framework of study.
Courses in literary theory demand the
intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground
theoretical approaches to literature and
deeply examine race, class, and gender in
the consideration of their subject matter,
all of our courses infuse these concerns
into their engagement with primary works
182 English
of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in
dynamic and enjoyable literary examination, and are taught by professors who love
teaching and who love literature. Our
classes develop and demand the skills of
aesthetic receptivity, perceptive and critical
reading, open and clear speaking, and analytical and engaging writing — skills of the
educated and employable citizen.
The literature, language, and theory
concentration offers courses of study crosslisted with American Indian Studies, Art,
Communication Studies, Film, Theatre
Arts, and Women’s Studies.
The English Writing concentration is
for students who intend to develop professional skills in either Creative or Media
Writing. Over the course of their study,
students will master terminology; understand historical, legal, and ethical issues
relevant to the field; and study the works
of established writers and professionals.
The writing major emphasizes expanding
competencies in observation, research, and
analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will
understand the interdisciplinary demands
inherent in creative and media writing
(including issues of design) and will
enhance their appreciation of the aesthetic
possibilities inherent in the writing life.
Writing courses are taught by dedicated
professors who are practicing writers themselves. The writing concentration offers
courses of study cross-listed with Art,
Communication Studies, and Theater Arts.
The Communication Arts/Literature
Teacher Licensure major is for students
who seek to be licensed to teach in
Minnesota in Communication
Arts/Literature. Students are encouraged to
take courses toward their major during the
first and sophomore years, and to apply for
the education licensure program no later
than the spring of their junior year.
Students in both programs must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major. Should licensure not be possible, graduation can be
achieved through an English major, which
requires at least two additional, specific
courses, or through a Communication
Studies major.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MAJOR REQUIREMENTS.
English Literature, Language, and
Theory Concentration
The concentration requires nine
courses above ENL 111, or HON 111, or
ENL 112.
Students must take at least two 200level literature courses as prerequisites for
upper division courses in English, as well
as either ENL 220 or ENL 221. No more
than two 200-level literature courses may
count for the major.
Students must take at least five 300level courses, with one each in British liter-
English 183
ature, American literature, and world literature.
Majors must take at least one 400-level
course with concurrent enrollment in ENL
490 English Keystone. Any 300-level
course serves as a prerequisite for the 400level.
Minor in English Literature, Language,
and Theory
Five courses above ENL 111, or HON
111, or ENL 112 are required. One course
must be ENL 220 or ENL 221; the remaining four must be literature, language and
theory courses, three of which must be
upper division courses.
Media Writing Emphasis
Two introductory courses are required:
Either ENL 227 or 228; and
Either ENL 220 or 221.
Also required, ENL 327 Quantitative
Journalism; ENL 390 Media Ethics and
Theory; and two additional courses from
the following: ENL 226, 227, 228, ENL
324; ENL/FLM 328; ENL/THR 325; an
approved ACTC writing/reporting course;
or an internship.
And ENL 420, the Keystone writing course.
Additional art classes are required: Web
Design I (ART 215) and Graphic Design
(ART 225).
English Writing Concentration
Minor in Writing
Students must take 10 or 11 courses
above ENL 111, or HON 111, or ENL 112,
including three Literature, Language, and
Theory courses. At least one of these must
be at the 300-level or higher.
A minor with an open emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112, including
at least one course from the 200-level and
two from the 300-level.
Creative Writing Emphasis
Two introductory writing courses at the
200-level:
ENL 226 (required) and either ENL 220 or
221.
And a 300 level writing sequence:
Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL
322 and 323).
And one elective from the following:
ENL 227; ENL 228; ENL 320 or ENL 322;
ENL 324; ENL/FLM 328; ENL/THR 325;
an approved ACTC creative writing course;
or an internship.
And ENL 420, the Keystone writing course.
An additional art class is required, either
Web Design I (ART 215) or Graphic
Design (ART 225).
A minor with a creative emphasis
requires five writing courses above ENL
111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper
division creative writing courses, two of
which must be a 300 two-course writing
sequence.
A minor with a media emphasis
requires six courses above ENL 111, or
HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 390, one design
course, and three upper division media
writing courses.
Communication Arts/Literature
Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or
ENL 112
Major Requirements (eight courses in
English):
184 English
ENL 220
ENL 240
ENL 365
ENL 380
ENL 396
Intermediate Expository
Writing
Introduction to Literary Study
Contemporary Post Colonial
Fiction
Introduction to the English
Language
Internship in Teaching Writing
And three upper-division ENL Literature
courses, one each in British, American, and
world literature.
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval).
Additional Courses (outside the English
Department):
COM 112 Contest Public Speaking
COM 343 Broadcast Production I
COM 352 Persuasion
COM 354 Interpersonal Communication
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
ESE 351 5-12 Methods: Speaking and
Listening (.5 course)
ESE 352 5-12 Methods: Media Literacy
(.5 course)
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching.
Contact an education department adviser
for information about education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall; submit proposal to department
chair by early Oct. in senior year for
department approval. Submit and defend
paper before faculty committee. Honors
project may receive independent study
credit (refer to departmental guidelines).
OTHER REQUIREMENTS.
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills—such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences—are
required to enroll in Developmental Writing
(ENL 101) where they receive more individual instruction than is possible in
Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of 2.0 or higher
before enrolling in Effective Writing (ENL
111).
Note: Students should register for ENL
101 during the first semester of attendance
if possible. ENL 111, 112, or HON 111
should be completed, if possible, during
the first year.
Students in Developmental Writing
(ENL 101), Effective Writing (ENL 111),
HON 111, or ENL 112 can elect the traditional grading system or P/N grading in
English 185
consultation with their instructor up
through the last week of class (without
special permission/petition). Students who
choose to receive a traditional grade in
either course will receive a grade of N (one
time only) if their work is below a 2.0. A
student who repeats ENL 101 or 111 and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
ENGLISH COURSES.
Service Courses: The department offers these service courses for students as required by a
placement test. Note: First day attendance in all writing courses is mandatory for a student to
hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing
critical reviews. Attention is given to increasing students’ effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository
writing. Attention is given to choosing, organizing, and developing topics;
thinking critically; reading closely; and revising carefully for clarity and style.
The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL
111; placement is determined by a writing sample submitted by students upon
entry to the College. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in
ELL until the requirement is completed but can receive credit for only two
courses.
186 English
Literature, Language, and Theory Courses: The 200-level courses in the literature, language,
and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses
require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction,
and drama. Emphasis is placed on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
Introduction to African American Literature
American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different
collection of those voices. A specific minority literature, such as Hispanic
American literature, Asian American literature, or African American literature,
is usually emphasized each term; sometimes the course explores the writing of
women or gay writers. Determine which version of the course is being offered
in any given section by checking the departmental web page, or get a detailed
course description in the English department. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL/AIS 255 American Indian Literature
American Indian literature offers a survey of contemporary American Indian
writing, including non-fiction, fiction, poetry, and drama. The course explores
the richness and diversity of American Indian literature and the ways in which
literature reflects and illuminates American Indian culture and traditions. The
course emphasizes close readings of literature and public speaking skills
through in-class presentation and small group discussion. Course cross-lists
with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
English 187
Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check
online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various
cultural contexts. Course subjects may include “Shakespeare on Page, Stage,
and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and
cultural contexts. Course subjects may include “The Heroic Journey,”
“Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111,
or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course
subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and
others. Check the departmental Web page for the title of a given section.
(Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects
may include “Cinema and Sexuality,” “Strategies in Reading the Novel,”
“Challenging the Gaze,” “Language and Society,” and others. Check the
departmental Web page for the title of a given section. (Prereq or co-req: ENL
111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by
employing techniques, terminology, and research methods of the discipline, resulting in effective
and substantive expository writing about the subject. Students must take ENL 220 or 221 (see
writing courses), and two 200-level literature courses, or gain consent of the instructor as a
prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances
— for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or
221, or a 200-level literature course or THR 250, or consent of instructor.)
188 English
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its
European contexts. Begins with the Reformation of the 14th century and
Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier;
utopian dreams and the literature of conquest; the writer as politician; and the
challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220
or 221 and two 200-level literature courses, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries:
Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual and social influences of the major literary movements
on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the
history and culture of late 18th- and early 19th-century Britain. The famous
“big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper,
Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century,
Britain was the leader of the 19th century. Students will study the literature
and culture of Queen Victoria’s England and her empire from the 1830s
through 1914 in all four major genres of poetry, fiction, drama, and essay.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and
19th centuries. The course spans 150 years of literary history, while studying
and critiquing the ways literary theorists and historians have explained and
theorized British fiction. Authors surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.)
English 189
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include
“Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,”
and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or
221 and two 200-level literature courses, or one 200-level literature course
and THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid
to their contribution to modernism, experimentation, and literary form.
Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H.
Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
American Literature
ENL 350
Readings in American Minority and Alternative Literatures
A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The
course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s
emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the
period. Many different genres — slave narratives, romances, tall tales, epic
poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich,
Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as
well as contemporary fiction writers represented by the Best American Short
Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
190 English
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th
century as represented in the anthology Contemporary American Poetry.
Attention will be given to younger and/or less prominent poets represented in
the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level
literature courses, or consent of instructor.)
ENL/AIS 355 Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest,
Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation.
Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include
American Families, Blacks and Whites, and Sex and Self on the American
Stage. Readings range from O’Neill and Treadwell to Shanley and Parks.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference
to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and
two 200-level literature courses, or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the
14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga,
romance, hagiography); the literature of courtly and profane love; and visions
of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to
the modern period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or consent of instructor.)
English 191
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors
from Latin America, Africa, Asia, and the Middle East, and fiction written by
indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts.
Cross-listed with Women’s Studies. Required for Communication
Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two
200-level literature courses, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures.
Emphasis on the conditions that have affected women’s writing (including race
and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the
Western literary heritage. This course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized
historically and/or thematically. Sample topics include Classical Theaters,
Spanish and Latin American Drama from the Renaissance to the Present,
Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature
courses, or one 200-level literature course and THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of
the moving image in the late 19th century through the emergence of film as
one of the most important popular art forms of the 20th century. Emphasis
will be placed on important international cinematic artistic movements, such
as Italian neo-realism and the French New Wave, on cultural contexts that
influenced the reception of film art, and on technological advancements that
altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent
of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Required for
the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221
and two 200-level literature courses, or consent of instructor.)
192 English
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a
means of establishing, maintaining, or revoking power. They will also pay
attention to gender differences in the use of language and analyze ways in
which speakers and writers can both create and revise reality via the language
they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or
consent of instructor.)
ENL 390
Media Ethics and Theory
This course acquaints students with the concepts and functions of the news
media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized
information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the
media’s responsibilities to inform the public in a free and democratic society.
Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227,
or 228, and two 200-level literature courses.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in
which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and
written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks.
Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221 and two 200-level literature courses, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor serve as a prerequisite for the 400-level. One
400-level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers
Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black
and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor)
English 193
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this
course engages students in a variety of past and current critical theories.
Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and
the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her
place in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its
workshop format stresses style and organization, the process of revision, self
and peer evaluation, and the relationship between reading and writing.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective
Writing, but in this version students work on content related to subjects in the
world of art and literature. Particularly aimed at art, theatre arts, and film
majors. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering
business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print
media. Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for
broadcast and online media. Students use an intensive practice model to learn
the basics of newsgathering, writing, and production for television, radio, and
the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112)
194 English
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the
writing workshop environment. Throughout the term, students will also read
classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction,
redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one
new work of short fiction during this workshop term. (Prereq.: ENL 320 or
review and acceptance by instructor of four story drafts written by the student
and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing
workshop environment. Students will learn to identify successful poetry as
they create their own poems; they will read published poetry and listen to new
and established poets reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
A writing workshop in which students will revise a body of poetry, redrafting
and polishing a collection of poems for inclusion in a portfolio of work.
Students will also be expected to create new work during this workshop term.
(Prereq.: ENL 322 or review and acceptance by instructor of a collection of
poetry written by the student and offered as work the student will refine in
Poetry Two.)
ENL 324
Creative Nonfiction
Designed for the self-motivated writer, the course emphasizes the conventions
of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre department chair. THR 250 or
ENL 226 recommended.)
ENL 327
Quantitative Journalism: Computer Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports
and news features. This course is designed for persons wishing to explore the
use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228)
English 195
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this course will take students from
story outline to the creation of a screenplay draft. In addition to writing their
own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or
228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
(Prereq.: Any 300-level writing course)
ENL 490
English Keystone
(.0 course)
Students seeking keystone credit must register for this no credit, P/N course,
along with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101,
Developmental Writing. Interns prepare class presentations, assess student
writing, and learn methods useful in teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and
approved by the department. Independent study projects not designated for
honors must be approved by the Chair of the department.
196
ENVIRONMENTAL STUDIES
E
nvironmental studies is the interdisciplinary investigation of human relations
with the natural environment. The program pursues a multifaceted examination
— across the natural sciences, social sciences, humanities, and professional studies
— of the interdependence shared by people
and nature. It provides an understanding
of the material world as well as the ecological, social, and cultural processes and
problems that bind that world together.
Through the study of politics, biology, literature, chemistry, social work, economics,
and history, environmental studies students
focus on the most pressing local, regional,
national, and global issues of our day.
Augsburg College’s location in the city
offers a particular opportunity for the close
study of complex urban environments.
Although many equate environmental
issues with rural areas, most people live in
cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In
turn, cities often serve as the settings in
which environmental injustice flourishes.
With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social
justice.
The program provides undergraduate
training leading to a B.A. or a minor in
Environmental Studies. Upon completion
of the program, students will be able to
comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context
and variety of human experiences in
nature, identify inequities in the access to
and use of natural resources, and articulate
responses grounded in multiple discipli-
nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in
non-profit organizations, government policy and planning positions, law, education,
ministry, and corporate settings.
Environmental Studies Faculty
Michael Lansing (History, Director),
Kristen Chamberlain (Communication
Studies), Christina Erickson (Social Work),
Keith Gilsdorf (Economics), John
Harkness (English), Colin Irvine (English),
Joan Kunz (Chemistry), Joe Underhill
(Political Science), John Zobitz
(Mathematics).
Major
14 Courses (standard track or HECUA
track)
Standard Track Requirements (14 course
credits):
Core courses:
SBS 100 Environmental Connections
SCI 106 Introductory Meteorology
SWK 210 Environmental Justice and
Social Change
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or SOC 381 The City and Metro Urban
Planning
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
Environmental Studies 197
ECO 365 Environmental Economics and
Sustainable Development
INS 399 Internship
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
HECUA Track Requirements (14 course credits):
SBS 100 Environmental Connections
SWK 210 Environmental Justice and
Social Change
ENL 270 Rites of Thematic Passage
(Literature and Landscape)
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
HIS 316 U.S. Urban Environmental
History
INS 345, INS 346, INS 399 (HECUA
ENVIRONMENTAL SUSTAINABILITY
SEMESTER, 4 course credits)
SBS 499 Environmental Studies
Independent Project (Keystone)
Biology requirements:
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
BIO 481 Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends
on MPG score)
Minor
(7 courses)
SBS 100 Environmental Connections
CHM 105 Principles of Chemistry I
or CHM 115 General Chemistry I
BIO 151 Introductory Biology
BIO 152 Ecology, Evolution, and
Diversity
SWK 210 Environmental Justice and
Social Change
HIS 316 U.S. Urban Environmental
History
or ENL 270 Rites of Thematic Passage
or REL 313/WST 313 Environmental
Theology and Ethics (CGE)
POL 241 Environmental and River
Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/WST 341 Environmental
Politics (CGE)
or ECO 365 Environmental Economics
and Sustainable Development
or SOC 381 The City and Metro-Urban
Planning
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
198 Health, Physical Education, and Health Fitness
FILM
See listing under Communication Studies.
FINANCE
See listing under Business Administration.
FOREIGN LANGUAGES
See listing under Languages and Cross-cultural Studies.
FRENCH
See listing under Languages and Cross-cultural Studies.
GERMAN
See listing under Languages and Cross-cultural Studies.
HEALTH, PHYSICAL EDUCATION, AND
HEALTH FITNESS—HPF
A
ll students at Augsburg College will
interact at some point during their college
experience with the Department of Health,
Physical Education, and Health Fitness.
The philosophy of the department is to
provide quality experiences, preparation
for the professions, and an education that
leads to lifelong participation in physical
activity. Both recreational participants as
well as athletes will find ample opportunity
for developmental activities.
The physical education program prepares students for careers in physical education endeavors in the schools and in
allied professions. It also provides general
education in physical activity for all
Augsburg students.
The health education program prepares
students for careers in school health education and wellness. This program offers a
comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The health fitness program prepares
students with practical application of the
knowledge needed to become a health fitness or community health professional.
Interested students will also be prepared to
move on to graduate or professional school
Health, Physical Education, and Health Fitness 199
in any of the allied health fitness professions.
All students seeking teaching licensure
must receive a grade of 2.0 in all required
courses with an HPF prefix.
Health, Physical Education, and
Health Fitness Faculty
Eileen Kaese Uzarek (Chair), Sam Barber,
Jennifer Britz, Chris Brown, Anthony
Clapp, Carol Enke, Marilyn Florian, Paul
Grauer, Aaron Griess, Frank Haege,
Melissa Lee, Mike Navarre, Joyce Pfaff,
Jessica Rinehart, Missy Strauch
DEGREE AND MAJOR REQUIREMENTS.
■ HEALTH EDUCATION
Health Education Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education, and Health
Fitness
HPF 215 Exercise and Health Psychology
HPF 316 Human Sexuality
HPF 320 School Health Curriculum
HPF 357 Measurement in Health,
Physical Education, and Fitness
HPF 358 Assessment in Health and
Physical Education
HPF 390 Instructional Methods and
Materials in Health Education
HPF 410 Administration and Supervision
of the School Health Program
HPF 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 250 Child Development
OR
PSY 252
Adolescent and Young Adult
Development
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Health Education Minor
HPF 104, 110, 114, 115, 316, 320, 390,
450, BIO 103. (There is no teaching minor
in Minnesota public schools)
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty adviser concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ PHYSICAL EDUCATION
Physical Education Major
HPF 104 Components of Fitness
Training
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
200 Health, Physical Education, and Health Fitness
HPF 205
HPF 220
HPF 254
HPF 275
HPF 324
HPF 334
HPF 335
HPF 340
HPF 350
HPF 351
HPF 357
HPF 358
HPF 473
BIO 103
Introduction to Health,
Physical Education, and Health
Fitness
Motor Learning
Introduction to Developmental
and Adapted Physical
Education
Prevention and Care of Athletic
Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and
Administration of Physical
Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Assessment in Health and
Physical Education
Physical Education Curriculum
Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Physical Education Minor
HPF 104, 115, 205, 324, 334, 351.
(There is no teaching minor in Minnesota
public schools)
Coaching Certification
The Minnesota Board of Teaching does
not require coaching certification. The fol-
lowing courses are recommended for those
interested in coaching in Minnesota public
schools:
HPF 114
HPF 275
HPF 280
Safety Education
Prevention and Care of Athletic
Injuries
Coaching Theory
The MSHSL requires all head varsity
coaches of interscholastic sports to complete a coaching effectiveness program
offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has
specific licensing requirements for teachers
that may be subject to change after the
publication of this catalog. It is the responsibility of the student to consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure.
Students must consult with a faculty advisor concerning the Augsburg Core
Curriculum requirements under the
Bachelor of Science option.
■ HEALTH FITNESS
Health Fitness Major
HPF 104 Components of Fitness
Training
HPF 110 Personal and Community
Health
HPF 114 Health and Safety Education
HPF 115 Chemical Dependency
Education
HPF 205 Introduction to Health,
Physical Education and Fitness
HPF 215 Exercise and Health Psychology
HPF 275 Prevention and Care of Athletic
Injuries
Health, Physical Education, and Health Fitness 201
HPF 300
HPF 305
HPF 350
HPF 351
HPF 357
HPF 430
HPF 445
Nutrition (Prior to Fall 2010,
HLTH 345 Nutrition at Univ. of
St. Thomas)
Stress Management (Prior to
Fall 2010, HLTH 375 Lifetime
Stress Mgmt. at Univ. of St.
Thomas)
Kinesiology
Physiology of Exercise
Measurement in Health,
Physical Education, and Fitness
Epidemiology (Prior to Fall
2010, HLTH 400 Epidemiology
at Univ. of St. Thomas)
Health Fitness Seminar (Prior
to Fall 2010, HLTH 449 Health
Promotion Seminar* at Univ. of
St. Thomas. *=HLTH 449 does
not satisfy the keystone
requirement. Students completing HLTH 449 will complete
the keystone requirement outside of the major)
HPF 450
HPF 499
Current Health Issues
Internship in Health Fitness
Select and complete one (1) of the following two (2) courses:
HPF 315 Exercise Testing and
Prescription
HPF 330 Community Health Methods
BIO 103 Human Anatomy and
Physiology
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES.
HPF 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPF major. It
seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health
and well being. This course is designed to not only provide knowledge but the
skills an individual can use to assess, monitor, and discipline him/herself to
maintain a lifestyle of fitness and wellness. (Fall, spring)
HPF 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected
physical activity. Students will be able to understand and demonstrate basic
skills, strategy, and rules of the activity. (Fall, spring)
HPF 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the
student to become well educated in strength and cardiovascular training. The
proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for
improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
202 Health, Physical Education, and Health Fitness
HPF 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual
and the community. (Prereq,: ENL 111. Fall)
HPF 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPF 115
Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall,
spring)
HPF 205
Introduction to Health, Physical Education, and
Health Fitness
(.5 course)
An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to
health, human performance, and wellness. Students also will examine the
components of a healthy lifestyle found on the wellness continuum, which
includes physical, intellectual, spiritual, social, emotional, environmental, and
occupational health. (Spring)
HPF 215
Exercise and Health Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention
and treatment of illness, stress management, and healthy lifestyles will be
emphasized. (Spring)
HPF 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)
HPF 254
Introduction to Developmental/Adapted Physical
Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall)
HPF 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring)
HPF 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to
clinical exercise testing and to develop a basis for the exercise prescription in
health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI)
certification exam. (Prereq.: MPG III, HPF 357. Fall)
Health, Physical Education, and Health Fitness 203
HPF 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring)
HPF 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for health education, curriculum, and assessment included.
(Prereq.: HPF 110. Fall even years)
HPF 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring)
HPF 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating elected games and activities. (Fall)
HPF 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years)
HPF 340
Organization and Administration of Physical Education
Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall)
HPF 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the
muscular system. An analytic approach to the study of movement and how it
relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall)
HPF 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological
principles applied to exercise programs and motor training. A lab accompanies
this course. (Prereq.: ENL 111, BIO 103. Spring)
HPF 357
Measurement of Health, Physical Education, and Health
Fitness
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness
and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205.
Fall)
HPF 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.)
204 Health, Physical Education, and Health Fitness
HPF 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary
aged children. (Prereq.: HPF 104, HPF 324. Fall)
HPF 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in
secondary schools. (Prereq.: HPF 104, HPF 334. Spring)
HPF 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Prereq.: HPF 110. Spring)
HPF 410
Administration and Supervision of the School Health
Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPF 110. Fall
even years)
HPF 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years)
HPF 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon
growth and development for grades K-12. Examination of National Standards
and pedagogy for physical education, curriculum, and assessment included.
(Prereq.: HPF 205. Fall)
Internships and Independent Study Courses:
HPF 199
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 299
Directed Study
See description on page 100.
HPF 399
Internship
See descriptions for this and other internship options (on-campus, off campus,
credit options ) on page 99.
HPF 499
Independent Study/Research
See description on page 100. Open only to junior or senior majors.
HISTORY—HIS
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: “No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community.”
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in many fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
Bill Green, Don Gustafson, Michael
Lansing
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses (including HIS 280 and
480). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
205
medieval, modern Europe, United States,
and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. Speaking and Writing skills are also
developed throughout the major, but are
given special emphasis in the following
courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00
overall; except in special instances, application before the end of the first term of
the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
206 History
Medieval Studies
Prerequisites
The History Department also hosts the
major in Medieval Studies. For more information, please refer to “Medieval Studies”
in this catalog.
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
OTHER REQUIREMENTS.
First-year students should enroll in
one or more of the 100-level courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
HISTORY COURSES.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from
first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change,
the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States,
and internal as well as foreign conflicts in that nation’s early years.
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural,
and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the years in
which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system,
and economy, slavery, expansion, and empire-building, regional differences,
the Civil War and its aftermath, and industrialization.
History 207
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history.
The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture, the growth of a strong federal
government, the emergence of the United States as a world power, the creation
of a consumer society, the rise of identity politics, and the passing of American
hegemony.
HIS 150/350 Latin American History
This course examines the histories of Mexico, Central America, and the
Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin
American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions
shared with the United States. Special attention will be paid to independence
movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355 Cultural Conflict and Change in Latin America
Center for Global Education course. See International Studies, Sustainable,
Development and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462 20th-Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan,
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of
frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
208 History
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111,
and an ART, HIS, or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft.
Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also
gain and sharpen the research and writing skills critical to their success in
upper-level history courses. Guest speakers and off-campus site visits will
enhance course content. (Prereq.: ENL 111 or 112)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social, and sexual status since the 19th century, with attention
given to social, racial, and ethnic, and sexual differences among women.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the
nonhuman world, with particular attention to urban and suburban areas.
Topics include the commodification of nature, the death of the organic city,
political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally,
students will use both primary sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
History 209
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China’s isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. See International Studies section, Nation
Building, Globalization, and Decolonizing the Mind (Namibia)
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly
examined in other departmental offerings. The specific topics to be offered will
be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution
through the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, and the emergence of the
United States as an economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modern legal system.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes
include the persistence of Native peoples, ethnicity, race, and gender in
Western daily and political life, the creation of an international borderlands,
and the ecological transformation of Western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (International Studies—
Namibia)
210 History
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern
Germany, focusing on the question of Germany’s sonderweg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for
Global Education. Cross-listed with Women’s Studies.
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c.
3200 to 323 BC, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800
BC to 476 AD, and uses a variety of written and visual sources in an attempt
to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300
to 1350 AD, and uses a variety of written and visual sources in an attempt to
understand medieval society. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of medieval life.
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 BC to 1648 AD, and
uses a variety of written and visual sources in an attempt to understand late
medieval society. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time
when warriors from the Christian West attempted to “take back” the Holy
Land from its Muslim occupiers. Through a close reading of primary sources,
History 211
we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will
pay particular attention to the question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the
Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and
visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres.
Cross-listed with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. This
course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered
fall and spring terms.)
Internships and Independent Study Courses:
HIS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 299
Directed Study
See description on page 100. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
HIS 499
Independent Study/Research
See description on page 100. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.50 GPA in history)
212
HONORS PROGRAM—HON
T
he Augsburg Honors Program offers
an adventurous education where students
with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike
any other honors program in the nation
because it gives students the resources and
freedom to build their own ideal higher
education. Students have the opportunity
to create their own courses, edit and write
for the Augsburg Honors Review of
Undergraduate Scholarship, participate in
an intramural debate league, belong to an
Honors House, and learn through small
reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and
includes a challenging “signature experience” such as writing a play, putting great
books on trial, or building an interactive
museum exhibit. Honors courses bring in
professors from several different departments so students can learn from talented
professors teaching their specialties.
For information, please contact Robert
C. Groven, Honors Program Director,
e-mail at <honors@augsburg.edu>.
Honors Program Recognition
Students who finish the Honors
Program requirements satisfy all general
education requirements, except those for
physical education and modern language.
Honors students also receive special
transcript notation, special graduation
recognition, résumé-building positions,
and special access to academic advising
and career options.
Honors Admissions Requirements and
Academic Scholarships
Students with a demonstrated record of
achievement are eligible to enter the
Augsburg Honors Program. Prospective
students may demonstrate achievement in
a variety of ways. Most students who are
admitted have a composite ACT score of
27 or higher (or a combined SAT score of
1250 or higher), and a high school G.P.A.
of 3.50 or higher. However, students without these numeric requirements may be
eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged
to apply. To apply, students should fill out
the online application located at
<www.augsburg/honors.edu>.
Students applying for the Honors
Program also automatically apply for the
College’s highest academic-based scholarships, the President’s, Honors Regents’, and
Harwick/Agre Scholarships.
Qualifying Advanced Placement,
International Baccalaureate, and PostSecondary Option courses may satisfy
Honors Program requirements, and/or be
granted college credit. Contact Academic
Advising or the Honors director for further
information.
Students may enter the Honors
Program at three points: first semester of
first year, second semester of first year, or
first semester of sophomore year. Students
who enter during the second semester of
the first year must fulfill all remaining
Honors requirements, may substitute REL
100 for HON 100, and may be excused
from taking HON 120. Students who enter
the first semester of the sophomore year
must fulfill remaining Honors requirements, and may substitute REL 100 for
HON 100, may substitute two non-Honors
Honors Program 213
Humanities liberal arts foundation courses
for HON 130, may substitute ENL 111 for
HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced
Transfer Students
Students with more than 16 credits in
transfer work may enter the Scholars
Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all
Honors Program activities. In order to
graduate with the Scholars Program transcript designation, students must: join an
Honors House and participate in required
meetings, maintain an overall GPA of 3.50
or higher, and take: HON 340, HON 490
and any two other Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students
must belong to an Honors House for the
purpose of receiving academic advising
and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their
Houses. These meetings are necessary for
advising, information, and governance.
When students enter the Honors Program
they choose to join one of the four Honors
Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship,
major award or prize opportunities, and
graduate school placement for all Honors
students. Crockett House also organizes
events related to scholarship such as
College scholarship events and high school
research fairs.
The Pike Stewards House coordinates
public relations, job placement, and fund
raising opportunities for all Honors students. Pike House also organizes events for
alumni and fund raising.
The Griffin Citizens House coordinates recruiting, social activities, admission
and scholarship applications, and the
Honors website opportunities for all
Honors students. Griffin House also organizes events for recruiting and socializing,
such as banquets, parties, and high school
recruiting trips.
The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity
opportunities for all Honors students.
Hesser House also organizes related events,
such as honors service days and Augsburg
experiences.
Augsburg Honors Review: Students
manage, edit, write, and publish an interdisciplinary journal of undergraduate
scholarship. The Review accepts submissions from students at Augsburg and other
colleges and universities around the
nation.
Honors Disputation League:
Students organize, coach, research, write,
and rehearse as teams which then compete
in intramural debate tournaments held
four times each year.
Student House Presidents, Debate
Captains, and Student Councils:
Students elected to leadership within their
Honors House may serve as House
Presidents or Debate Captains. The House
Presidents sit on the Honors Student
Presidents Council and make critical decisions about program courses and
resources. House Debate Captains organize
the Inter-House Disputations and judge
disputes among the Honors Houses.
214 Honors Program
Student-Created Learning Experiences
(SCLE)
Honors students may learn through
established courses or through studentcreated learning experiences. These student created experiences may substitute for
Honors curricular requirements, or may
simply enrich a student’s education. Such
student-created experiences may count
toward requirements in majors and satisfy
Honors requirements at the same time, or
simply be an elective.
Student-created learning experiences
may take any form. Some possible forms
include:
• Student Created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination
(individual study)
• Student/Faculty Research (may be one or
many students)
Process: A student-created learning
experience may be proposed by any
Honors student or by any Augsburg faculty
or staff person. The interested student
should speak with either an Honors
Council Member or the Honors Program
Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the
proposal should be submitted by the student to the Honors Program Director who
will carry the proposal to the Honors
Council for review.
Honors Established Curriculum
These requirements are normally taken
in the order listed below, but can be taken
out of order if schedule conflicts require it.
First Year
Fall
• First-year students select Honors House
membership.
• First-year students not permitted to join
Augsburg Honors Review or Honors
Disputation League.
• HON 100 Christian Vocation and the
Search for Meaning I
• HON 120 Scholar Citizen (includes
theatre lab, critical thinking skill)
Spring
• HON 130 Liberating Letters (humanities
LAF and speaking skill)
• HON 111 Effective Writing (or advanced
placement or transfer)
Second Year
Fall
• Students invited to join HON 450
Augsburg Honors Review or HON 460
Honors Disputation League
• HON 220: Scholar Scientist (one natural
sciences and mathematics LAF and quantitative reasoning skill)
Spring
• HON 240: Science, Technology, and
Citizenship (one natural sciences and
mathematics lab LAF)
Third Year
Fall
• Students invited to join HON 450
Augsburg Honors Review and HON 460
Honors Disputation League
• HON 250: Social Scientist (social and
behavioral sciences LAF)
• HON 340: Junior Colloquium (President
or Dean teaches. P/N, no credit, meets
twice each semester for 90 minutes)
Spring
• HON 230: Arts and the City (fine arts
LAF)
• HON 340: Junior Colloquium (same as
Fall semester)
Honors Program 215
Fourth Year
Fall
• Students may join HON 450 Augsburg
Honors Review and HON 460 Honors
Disputation League in their fourth year
• HON 200: Christian Vocation and the
Search for Meaning II
Spring
• HON 490: Honors Senior Seminar
Research Requirement: At some point
before graduating, students must take at
least two semesters of the following:
• HON 450 Augsburg Honors Review
• HON 460 Honors Disputation League
• HON 470 Student/Faculty Research
Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical
education.
• Students past first year may take courses
out of the recommended sequence without prior permission.
• Residency: All Honors students must
complete seven full-credit courses in the
Augsburg Honors Program to meet the
Honors residency requirement for graduation.
HONORS COURSES.
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may
need to defer the course and take HON 100 in another term.
HON 120
The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great (and
significant) primary texts focusing on the connections between learning and
citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the
medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab)
HON 130
The Liberating Letters
Problem-based or question-based interdisciplinary humanities course.
Emphasizes public uses of knowledge; uses resources of Cities; and satisfies
the public speaking skill.
HON 111
Honors Introduction to Effective Writing
Linked with HON 130, this effective writing course employs a rhetoric-based
and argument focused approach to writing.
HON 200
Christian Vocation and the Search for Meaning II
Honors section of REL 200.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy,
music), this course addresses systems of quantitative thought, including logic,
computing, formal systems. Fulfills graduation QR requirement.
216 Honors Program
HON 230
Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries,
concerts, plays, and other significant arts events.
HON 240
Science, Technology, and Citizenship
Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and
chemistry are used to critically examine a key national or global issue.
HON 250
The Social Scientist
Problem-based/question-based course in social sciences involving at least two
social science disciplines and several faculty. Makes substantial use of the
resources of the Twin Cities.
Travel Seminar
May include a Center for Global Education 10-day seminar, other international travel, or
domestic immersion trip.
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the dean and/or president of the College, this seminar explores
themes of leadership and service in the public context. (P/N; 0.0 credit, meets
twice a semester for 90 minutes each seminar.)
HON 380
Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as
determined by the student and faculty creating the learning experience (may
be .5 or 1.0 credit, may be traditional or P/N).
HON 450
Augsburg Honors Review: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N
only)
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving in the Disputation League. (0.0 credit, P/N only)
HON 470
Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to
gain course credit for serving on the student/faculty research collaboration.
(0.0 credit, P/N only)
HON 490
Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the
Honors Program. It also expands upon the themes of HON 120 by studying
several great primary texts related to philosophy, rhetoric, vocation and meaning.
INTERDISCIPLINARY STUDIES—INS
I
nterdisciplinary studies programs draw
upon and combine coursework from multiple academic disciplines to provide both
broad perspective and in-depth focus on an
area of study. Through interdisciplinary
programs and courses, students can gain
greater insight and understanding of cultures and perspectives different from their
own. Augsburg offers a number of majors
that are interdisciplinary in nature. They
include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and
requirements are listed alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary
course offerings are listed under
International Studies.
LEADERSHIP STUDIES MINOR.
Coordinator
Norma Noonan
The world of the 21st century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
Required courses: (4)
BUS 242
Principles of Management (no
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor)
COM 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) This course is the
only integrative course in the
minor.
Required electives: (2)
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242 or 200)
HIS 122 20th-Century United States
INS 325 Building Working Relationships
(WEC/Day)
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105)
COM 321 Business and Professional
Speaking
COM 355 Small Group Communication
(no prereq.)
COM 410 The Self and the Organization
(WEC)
MIDDLE EAST STUDIES MINOR.
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
217
218 Interdisciplinary Studies
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
ences, with at least one course to be selected in each area.
1. Language courses: one year (two
courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
See International Relations, page 220.
PEACE AND GLOBAL STUDIES MINOR.
3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES.
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
INTERNATIONAL RELATIONS
I
nternational relations is an interdisciplinary major which provides students with
the basis for informed global citizenship,
preparing them for graduate study or
careers in foreign service, nonprofit, or
international business. The student may
focus on a discipline or geographic area of
the world. The program consists of a core
of seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study
opportunities throughout the year.
Competency in one language is required,
and some students study two languages.
All majors complete a significant senior
research project and thesis on a topic of
their own choosing.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Joseph Underhill
DEGREE AND MAJOR REQUIREMENTS.
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modern World
or HIS 104 The Modern Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modern language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 368, 465
ECO 317, 360, 365
HIS 323, 346, 348, 350, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 382, 459
REL 356, 420
SOC 141
COM 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modern Languages)
SWK 230
Seminars, independent study, topics
courses, and courses at other colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second foreign language.
219
220 International Relations
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing:
GPA of 3.50 in the major; 3.00 overall.
In addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
S: one of the following IR electives:
ECO 365, HIS 350, or PHI 355
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
International Relations Major with
International Business Concentration
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
Departmental Honors
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modern
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor
focuses on the centrality of justice, tolerance, and inter-cultural understanding in
moving toward a less violent world; it
takes advantage of the campus resources of
the Peace Prize Forum (co-hosted each
year by Augsburg College) and the Center
for Global Education. The minor is structured as a learning community that
involves students, faculty, staff, and community members; it focuses on experiential
learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw
International Studies 221
on study abroad in taking local actions to
address global issues.
The minor consists of two required
courses (POL 160 and SWK 230), two
upper division electives (chosen from ECO
365, REL 366, HIS 332, HIS 350, INS/WST
311, POL/WST 341, REL 313, POL/WST
359, INS 312, REL 346, HIS 346, POL 353,
ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with
approval of program director), a senior
keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International
Relations program director for full program
description.
INTERNATIONAL STUDIES
I
nternational study at Augsburg aims to
provide students the skills needed to be
successful in today’s global world. The
College’s strong commitment to a global
perspective and its mission to “...nurture
future leaders in service to the world,” provide the foundation to include international study in every student’s degree program.
In addition to the following courses,
students have over 200 programs in over
sixty countries from which to choose the
best opportunity for their discipline and
personal needs. Contact Augsburg Abroad
for advising on study abroad programs,
finances, and academics. Augsburg Abroad
is the front door for students and faculty
interested in study abroad. More information about study abroad is located in the
Augsburg Abroad section of this catalog.
CENTER FOR GLOBAL. EDUCATION COURSES.
■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(MEXICO)—FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change. The program begins with a
one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week
seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing
approximately six weeks, and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359, REL/WST 366, and at least one
Spanish course. In addition, they may choose between taking a second Spanish course or
completing an internship or field research (independent study).
Prerequisite: one college-level Spanish course or its equivalent.
222 International Studies
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or or equivalent.)
POL/WST 359
Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is
given to women’s organizing efforts around issues of domestic and political
violence, ecology, human rights, democracy, political participation, and revolutionary social change.
International Studies 223
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequistes: SPA 212 or equivalent, internship application,
and Spanish reference forms)
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL
This program, designed for international business majors, will study the important role
that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and
with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico
City, and short trips to other nearby regions in order to develop a broader perspective on
globalization and international business issues.
All students will take two Spanish language courses and BUS 495. For their fourth
course, they may take Topics in Business Spanish, or complete an internship or independent study.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all
the basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
224 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversations in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. Taught by Mexican
instructors.s (Prerequisite: SPA 311 or equivalent.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices on contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or the equivalent.)
BUS 495
Global Business Issues and Developing Countries: Mexico and
Beyond.
This course examines global economic conditions today and explores vital
issues, such as exchange rates, trade balances, international joint ventures,
resources, tariffs, trade barriers, government regulations’ shipping option, etc.
Emphasis is on understanding issues from the perspective of both developed
and developing countries, using Mexico as a case study. (Prerequisites.: ECO
112 or 113, and BUS 242 or MKT 252, or consent of instructor).
BUS/HIS/INS/POL/REL/SPA/WST 399 Internship
The internship seminar is a rigorous academic course that involves not only
approximately 100 hours of work experience and/or participant observation in
a Mexican business, government agency, school, or other organization, but
also participation in a seminar that explores cultural issues, organizational
analysis, and personal and professional development through class discussions
and written and oral assignments. Students seeking Spanish credit must
receive approval from department chair to enrollment.
International Studies 225
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced Spanish language students develop
proficiency in the vocabulary, grammar, and cultural competencies necessary
to successfully conduct business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.)
HIS/INS/POL/REL/WST 499 Independent Study
Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical
issues. This course option is intended for serious students who want to begin
research related to a senior thesis or capstone project.
■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES
(MEXICO)—SPRING
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship
or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities
that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six
weeks living with Mexican host families.
All students will be expected to take HIS/WST 357 and three of the following:
POL/WST 341, one to two Spanish courses, an internship or independent study.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
226 International Studies
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
HIS/WST 357 Mexican History, Culture, and Cosmovision
This course traces the historical development of gender, class-based, and
racial/ethnic oppression in Latin America from the Conquest to the present
day, and explores the history of resistance and social change in Latin America.
POL 341/WST 341 Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes
political, social and economic policies that promote and/or hinder sustainable
development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest
in Mexico.
HIS/INS/POL/REL/SPA/WST 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues,
organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval from the department chair prior
to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
International Studies 227
HIS/INS/POL/REL/SPA/WST 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment.
■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING
This program was created to satisfy the curriculum requirements for a Bachelor in
Social Work degree program. Its goal is to develop cross-culturally competent, ethical
social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice.
Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course
or its equivalent. (Students may choose to study Spanish in Mexico during the month of
January, prior to the start of the semester.) Priority is given to social work majors.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined
by placement test or completion of prerequisites: 112 for 211 and 211 for
212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA
311 or equivalent.)
228 International Studies
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign
policy in Mexico. Aims to frame students’ knowledge of contemporary social
welfare and social work practice with migrants and immigrants in the
Minnesota and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior
in families and in groups. The Mexican context of family and group work will
be examined and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A
six-week home stay with a Mexican family will provide an opportunity to
learn about Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing and evaluating policy
responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours
required for the BSW degree for those students with Spanish language oral
competency. Involves sharing of experiences with other students in a small
group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent
with SWK 316. P/N grading only).
■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA,
EL SALVADOR, NICARAGUA)—FALL OR SPRING
This program introduces students to the key issues facing Central Americans. For two
decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war
on the lives and culture of the people and the environment of Guatemala, El Salvador, and
Nicaragua.
International Studies 229
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador,
and the final six weeks in Nicaragua. All students will take the following four courses:
1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite
for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211
for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all
upper division courses except for SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico and Central America and is
taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite:
SPA 311 or equivalent.)
230 International Studies
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.
POL 459
Topics in Comparative Politics: Citizen Participation in Policy
Formulation within a Globalized Economy — A Nicaraguan Case
Study
This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America.
The course aims to help students understand the interplay between global
processes and political and economic factors that define development policy
formulation and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications.
■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid South African colonization. South
Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by
under and unequal development; and the long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
International Studies 231
HIS 327
Racism and Resistance in Southern Africa and the United States:
Struggles Against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance, the successes and limitations
of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency. This
replaces the Religion and Social Change course.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor
HECUA COURSES.
■
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The curriculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of a social democracy
undergoing major changes in response to immigration. Students explore the relationship
between Scandinavian countries, the emerging democracies of Eastern Europe, the
European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
232 International Studies
■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND
SPRING
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life
and culture. Models of community participation, organization, development, and social
change are compared and contrasted. Students learn first-hand about the social problems
in Ecuadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship
INS 499
Independent Study
(2 course credits)
■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE:
BANGLADESH — SPRING
The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field
study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement
plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s
development is at the core of the program, as is hands-on experience through internship
and independent study.
INS 307
Culture and Society (1.5 credits)
INS 313
Sustainable Development
INS 399
Internship
(1.0 credit)
and
INS 397
Internship
(.5 credit)
(total 1.5 credits)
Or
INS 499
Independent Study/Research
(1.0 credit)
and
INS 497
Independent Study/Research
(.5 credit)
(total 1.5 credits)
International Studies 233
■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and
the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE
NEW EUROPE — SPRING
The Divided States of Europe program examines the development of the European
Union (EU), including its historical foundations and institutional basis, contemporary,
democratic, and social challenges, and its expansion to include the former communist
nation-states of Central and Eastern Europe. The program explores the relationship
between the EU and globalization and, in particular, questions whether the EU adequately
addresses the human dimensions of globalization.
Scandinavia and Poland will be used as case studies throughout the program;
Scandinavia because of its strong democratic credentials, relatively evenly distributed
wealth, and unique range of experiences with the European integration project; Poland
because of its tumultuous history, recent accession to EU membership, and role as a major
supplier of migrant labor within Europe.
INS 371
Ever Closer Union: The Challenge of European Integration
INS 376
Included but Excluded? Globalization and Human Rights in
Europe
INS 499
Independent Study
234
LANGUAGES
STUDIES
AND
CROSS-CULTURAL
T
he Department of Languages and
Cross-cultural Studies at Augsburg College
contributes in many ways to realizing the
College’s mission of providing liberal arts
education for service in today’s world. The
department is committed to the view that
education should go beyond career preparation and that familiarity with the language and culture of another people is an
essential step in the development of a truly
global perspective.
The department offers language, literature, and culture courses leading to majors
in French, German, Norwegian, and
Spanish. (A major in cross-cultural studies
is being developed. See department chair
or Academic Advising for details.)
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College’s affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Languages and Cross-cultural Faculty
Frankie Shackelford (Chair), Anita Fisher,
Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana
Sandmann, Donald Steinmetz, Dann
Trainer, John vanCleve
DEGREE AND MAJOR REQUIREMENTS.
Major
The major consists of ten courses above
211 (Norwegian only: 211 and above),
including two courses in culture, two
courses in language, two courses in literature, KEY 480, and three electives (from
any of the three areas above). At least
seven of these courses must be taught in
the target language of the major and at
least four of them must be taken on the
Augsburg campus.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing 411 in French, German, Norwegian, or
Spanish (W) and KEY 480 (W and S).
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Languages and Cross-cultural Studies 235
Minor
Transfer Students
The minor consists of four courses
above 211 (Norwegian only: 211 and
above), including one in language and one
in literature or culture. All of these courses
must be taught in the target language, and
at least two of them must be taken on the
Augsburg campus.
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
OTHER REQUIREMENTS.
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior
year. Requirements: 3.50 GPA in the major,
3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Since spring term 2001, Augsburg
College no longer offers a licensure program in modern languages.
LANGUAGES AND CROSS-CULTURAL STUDIES COURSES.
■ AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
■ CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
■ FARSI (FAR)
FAR 111/112 Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop
communicative skills in understanding, speaking, translating into English, and
reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
236 Languages and Cross-cultural Studies
■ FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modern period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in key modalities at
an advanced level. Attention to accuracy and effectiveness, characteristic levels
of expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Languages and Cross-cultural Studies 237
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 299
Directed Study
See description on page 100.
FRE 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
FRE 499
Independent Study/Research
See description on page 100.
■ GERMAN (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture, and participation
in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional
sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall,
Prereq.: 212)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1648). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
238 Languages and Cross-cultural Studies
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
GER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The prose, epic, and poetry readings in this course chronicle the German
experience from Charlemagne to Napoleon; from Luther to Kant; from
Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to
relive the Renaissance, the Reformation, and the Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modern age. (Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
GER 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 299
Directed Study
See description on page 100.
GER 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
GER 499
Independent Study/Research
See description on page 100.
■ JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian studies program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
Languages and Cross-cultural Studies 239
■ NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112, Prereq.: 111)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 299
Directed Study
See description on page 100.
240 Languages and Cross-cultural Studies
NOR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NOR 499
Independent Study/Research
See description on page 100.
■ OJIBWE (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern
languages department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction. (Fall:
111; spring: 112, prereq.: 111)
■ SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Languages and Cross-cultural Studies 241
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and seek to expand them. Intensive practice aimed at refining
grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or
consent of instructor)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 299
Directed Study
See description on page 100.
SPA 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SPA 499
Independent Study/Research
See description on page 100.
242 Mathematics
MANAGEMENT INFORMATION SYSTEMS
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MATHEMATICS—MAT
M
athematics is the study of structure and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial
science, computing, or economics, or in
preparation to teach. Augsburg’s urban
location allows students to gain experience
working with mathematics through internships, cooperative education, and the colloquium course.
Mathematics Faculty
Matthew Haines (Chair), Pavel Belik,
Tracy Bibelnieks, Suzanne Dorée, Kenneth
Kaminsky, Jody Sorensen, John Zobitz
Mathematics 243
DEGREE AND MAJOR REQUIREMENTS.
Bachelor of Arts
Mathematics Major
Twelve courses including
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
Structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
Two MAT electives numbered above 200,
at least one of which is numbered above
300. Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale presenting a
coherent program of study, typically relating mathematics to another discipline.
Three supporting courses from the following list or substitutes with departmental
approval: CSC 160 (recommended), CSC
170, CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, ECO 490, ESE 330, FIN
331, MAT 163, MAT 173, PHY 121, PHY
122, PSY 215, PSY 315, SOC 362, SOC
363. No more than one of MAT 163, PSY
215, or SOC 362 may count toward the
supporting courses.
Also required: MAT 491 Mathematics
Colloquium during junior and senior
years.
Graduation skills in Critical Thinking (CT)
and Writing (W) are embedded in the MAT
courses and are met by completing the
major. An additional course in Speaking
(S) is also required and may be met by
either MAT 201 and the major or a course
outside the department; consult your MAT
adviser for recommendations. Also, consult
your MAT adviser for requirements for
meeting Quantitative Reasoning (QR).
Students transferring in mathematics
course(s) towards the major must consult
their MAT adviser about potential additional skills courses needed.
Students must earn a grade of 2.0 or better
in each course that applies toward the
major.
At least two MAT courses numbered above
250 must be taken at Augsburg.
Bachelor of Science
Mathematics Major
The requirements for the Bachelor of
Science degree are the same as for the
Bachelor of Arts degree with mathematics
major except that two MAT electives and
three supporting courses must be chosen
from a focus area approved by the department. Sample focus areas:
Business, Economics, or Actuarial Science:
Two of MAT 355, 363, 374, 377 or
approved 395; Three of CSC 160, ECO 112
or 113; MAT 163, MAT 173, ECO 318,
ECO 490, or FIN 331.
Computational Mathematics: Two of MAT
355, 363, 377, or approved 395; CSC 160,
CSC 170; and either MAT 163 or CSC 320.
Physical Sciences: Two of MAT 247, 327,
or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116.
Teaching Mathematics: MAT 252; MAT
287; MAT 314; ESE 330; CSC 160.
In addition, an experiential component
in the focus area is required, such as an
internship, volunteer or paid work experience, undergraduate research project, or
other experiences approved by the department. Such experiences may also fulfill the
Augsburg Experience requirement if
approved.
244 Mathematics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the
major, with the electives specified as: CSC
160, MAT 252 Exploring Geometry, MAT
287 History of Mathematics, MAT 314
Abstract Algebra, and ESE 330 5-12
Methods: Mathematics. At the time of publication, the mathematics requirements for
a concentration in mathematics to teach in
grades 5-8 under elementary education
licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I; MAT 163
Introductory Statistics; MAT 252 Exploring
Geometry; MAT 271 Discrete Mathematical
Structures; and MAT 287 History of
Mathematics. Elementary Education
majors seeking middle school mathematics
licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT
courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered
above 200, 3.00 overall GPA, an honors
project, and approval of the Mathematics
Department. Specific requirements are
available from the department.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200,
at least one of which is numbered above
300. Alternatively students may complete a
minor by taking the six courses: MAT 145,
MAT 146, MAT 163, MAT 252, MAT 271,
and MAT 287.
Students must earn a grade of 2.0 or better
in each course that applies toward the
minor.
At least one MAT course numbered above
250 must be taken at Augsburg.
OTHER REQUIREMENTS.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
Math Placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar’s office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the
Mathematics Department. All other students must take the Augsburg Math
Placement Exam, which is administered by
Academic Advising. The exam is given
during College registration sessions and at
other announced times during the year.
Practice questions and other information
are available from Academic Advising.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student’s MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Mathematics 245
MATHEMATICS COURSES.
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137.
Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138.
Students who have successfully completed a higher number MAT class, a statistics class, or any
other quantitative reasoning class must obtain departmental approval before registering for
MAT 123, 129, 137, or 138.
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with
an emphasis on quantitative reasoning including an introduction to probability
and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography. (Prereq.:
MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I & II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for
MAT 137; MAT 137 or MPG 4 for MAT 138)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
246 Mathematics
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction
to actuarial mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics (.5 course)
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count
toward the mathematics major or minor. Completion of this course plus two
MAT courses numbered above 250 taken at Augsburg that include significant
speaking assignments satisfies the College’s speaking skill requirement.
(Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic, with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160)
Mathematics 247
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq. : MAT 145)
Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill
course before enrolling in any MAT course numbered above 300.
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246 and MAT 271)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions,
derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271.
Also recommended: additional MAT course numbered 200 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160)
MAT 363
Chaotic Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams,
symbolic dynamics, chaos, and fractals, along with topics such as applications
of dynamical systems and/or complex dynamics including the Mandelbrot set
and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit
Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT
245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems
from industrial settings including the simplex method, sensitivity analysis,
duality theory, alternate optima, and unboundedness with an emphasis on
both the mathematical theory and the application to current business practice.
(Prereq.: MAT 246)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, complex analysis,
mathematical biology, combinatorics, graph theory, topology, or foundations of
mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required)
248 Mathematics
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study courses:
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing) See also description on page 99.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor.) See also description on page 100.
MEDIEVAL STUDIES
T
HIS 370 Late Middle Ages
HUM 499 Keystone, Medieval Studies
Project
The major in Medieval Studies fulfills
the original (medieval) ideal of a liberal
arts education. Since the study of the liberal arts was developed in the Middle Ages,
students majoring in Medieval Studies find
a model context for the pursuit of a liberal
arts degree in the modern world.
One (1) of the following religion or philosophy courses:
HIS 372 Medieval Church
PHI 242 Medieval and Renaissance
Philosophy
REL 361 Church in the First Four
Centuries
REL 362 Theology of the Reformers
he objective of Medieval Studies is to
introduce students to the culture of the
Middle Ages — its diverse history and
beliefs, its arts and literature — and to the
disciplinary and interdisciplinary skills
necessary for its serious study.
As was the case in medieval universities, Augsburg’s major in Medieval Studies
prepares students for life beyond college.
Because of its emphasis on precise reading
and analysis of texts, careful writing, and
spirited discussion, the major in Medieval
Studies offers a solid foundation for graduate or professional study, as well as
employment opportunities that require
abilities in communication, critical and
abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program
Director), Kristin M. Anderson (Art), Mark
L. Fuehrer (Philosophy), Douglas E. Green
(English), John Harkness (English),
Martha B. Johnson (Theatre Arts), Merilee
I. Klemp (Music), Philip A. Quanbeck II
(Religion), Bruce R. Reichenbach
(Philosophy), Mark D. Tranvik (Religion)
DEGREE AND MAJOR REQUIREMENTS.
Major
Nine courses, including:
Four (4) core requirements:
HUM 120 Medieval Connections
HIS 369 Early and Middle Ages
One (1) of the following literature courses:
ENL 330 Shakespeare
ENL 332 Renaissance and Reformation
ENL 360 The Medieval World
ENL 361 The Classical Tradition
One (1) of the following history of arts
courses:
ART 386 Medieval Art
ART 387 Renaissance and Baroque Art
MUS 231 History and Literature of Music I
THR 361 Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374 Medieval Crusades
HIS 440 Monks and Heretics
POL 380 Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may
be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
249
250 Medieval Studies
Minor
Quantitative Reasoning (QR) Skills
Five courses including HUM 120. The
remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of
arts).
OTHER REQUIREMENTS.
Language Requirement
Students must take one year of collegelevel Latin or other medieval language
approved by their adviser, which will fulfill
the Modern Languages Graduation Skills
requirement.
Fulfilled outside the major.
Augsburg Experience
As with all majors, an Augsburg
Experience is required for graduation. For
the Medieval Studies major this might
include study abroad, or internships at the
University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance
Festival. Prior approval of adviser is
required for all Augsburg Experiences
related to Medieval Studies.
COURSES.
HUM 120
Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High
Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, please refer to the specific departments elsewhere in the catalog.
METRO-URBAN STUDIES—INS
M
etro-Urban studies is a multidisciplinary major and minor taught by faculty
in sociology, economics, history, political
science, social work, art, and other related
disciplines. Metro-Urban studies is designed
to blend classroom, theory, field studies, and
internships that focus the content of liberal
learning on the metropolitan community
and the process of urbanization.
Metro-Urban studies introduces students to the wide variety of careers related
to urban and metropolitan affairs and
equip students with the analytical and theoretical tools required to understand and
contribute to the metropolitan community.
The Metro-Urban studies major and minor
also provide undergraduate preparation for
postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government,
community organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College’s
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, Keith Gilsdorf,
Stella Hofrenning (ECO), Michael Lansing
(HIS), Lars Christiansen, Nancy Fischer
(SOC), Michael Shock (SWK), Kristin
Anderson (ART)
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses including:
ECO 113 Principles of Microeconomics
POL 122 Metropolitan Complex
SOC 111 Community and the Modern
Metropolis
HIS 316 U.S. Urban Environmental
History
or HIS 225 History of the Twin Cities
or HIS 335 Urban American History
or ART 249/349 HIS 249/349 The
Designed Environment
SOC 362 Statistical Analysis
or POL 483 Political/Statistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses.
SOC 381, taken in conjunction with INS
399, fulfills the Keystone requirement.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics instead of
ECO 110.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
251
252 Metro-Urban Studies
Minor
POL 122, SOC 111, HIS 316/225/
249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES.
Internships and Independent Study Courses:
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
INS 299
Directed Study
See description on page 100. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Internships place students with sponsoring organizations
that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
Independent Study/Research
See description on page 100. (Prereq.: POL 484 or SOC 363)
■ URBAN STUDIES OPTIONS THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for
Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field
learning programs of exceptional quality located in Scandinavia, South America, Central
America, Northern Ireland, and the Twin Cities.
Also see International Studies listings.
URBAN STUDIES COURSES.
■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING
This Semester in the Cities program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Contested Theories of Poverty, Inequality and
Social Change
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
Metro-Urban Studies 253
INS 359
Field Seminar: Social Policy and Anti-Poverty Strategies in Theory
and Practice
Concrete conditions of life and community issues in different neighborhoods
provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 99.
■ II. CITY ARTS—SPRING
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Arts Praxis
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
Creating Social Change: Art and Culture in Political, Social and
Historical Context
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 99.
■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC
POLICY — FALL
Focuses on the social, scientific, ecological, and economic underpinnings of public policy
and conflict over natural resources and environmental quality.
INS 345
Social Dimensions of Environmental Change
INS 346
Adaptive Ecosystem Management
INS 399
Internship and Field Methods (2 course credits)
■ IV. WRITING FOR SOCIAL CHANGE
INS 354
Reading for Social Change: Writing in Context
INS 355
Writing for Social Change: Creative Writing Workshop
INS 399
Internship and Integration Seminar (2 course credits)
■ V. SEE HECUA UNDER INTERNATIONAL STUDIES
254
MUSIC—MUS
T
he Music Department at Augsburg
College offers professional music training
in the context of a liberal arts curriculum
through three music degree programs and
five majors. It also offers a variety of music
courses and ensemble experiences that are
available to non-music majors and courses
that meet Augsburg’s Liberal Arts
Foundation requirements.
Augsburg’s location in the heart of a
major artistic center makes it an ideal place
to study music, and the music faculty seek
and encourage opportunities that connect
the campus and the greater arts communities. These opportunities allow students to
explore the links between theory and
applied knowledge and may take many
forms, including internships; community
performances; music therapy practica;
community-based learning projects;
required off-campus performance and concert attendance assignments; or travel and
study within and outside the United States.
The music department is an institutional member of the National Association of
Schools of Music (NASM) and the
American Music Therapy Association
(AMTA).
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Douglas
Diamond, Stephen Gabrielsen, Peter
Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Carol
Barnett, Fred Bretschger, Marv Dahlgren,
Bridget Doak, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl,
Megan Holroyd, Mary Horozaniecki, Joan
Hutton, Jim Jacobson, Kathy Kienzle, Rena
Kraut, Steve Lund, K. Christian McGuire,
Laurie Merz, Vladan Milenkovic, Rick
Penning, Michael Petruconis, O. Nicholas
Raths, Andrea Stern, Sonja Thompson,
Shannon Wettstein, Angela Wyatt
Fine Arts Manager
Randall Davidson
Fine Arts Coordinator
Cathy Anderson
Fine Arts Facilities Manager
Karen Mulhausen
DEGREES/MAJORS.
Bachelor of Arts
Music Major
Music Major/Music Business
Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate
degree the preparation necessary to meet
the AMTA requirements for becoming a
certified music therapist.
Music 255
Music Minor
Music
Music business
**All music majors and music
minors** must choose and apply to a
degree program by the end of their fourth
semester of study. Degree and GPA requirements and applications are in the Music
Department Student Handbook. Transfer
students should meet with a music degree
adviser as soon as possible after enrolling
at Augsburg.
DEGREE AND MAJOR.
REQUIREMENTS.
Music Core
MUS 101
MUS 111
MUS 102
MUS 112
MUS 201
MUS 211
MUS 202
MUS 212
MUS 231
Materials of Music I
Aural Skills I
Materials of Music II
Aural Skills II
Materials of Music III
Aural Skills III
Form and Analysis
Aural Skills IV
History and Literature of
Music I
MUS 232 History and Literature of
Music II
Piano Proficiency Test (see Music
Department Handbook)
Music Repertoire Tests (see Music
Department Handbook)
Graduation Skills for Music Majors:
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
music major. Consult the department chair
or an academic adviser for requirements
for meeting the Writing (W) and
Quantitative Reasoning (QR) graduation
skills.
For the music major, the graduation
skill in Speaking (S) will be met by completing the following course:
Bachelor of Arts in Music:
S: MUS 341 — Basic Conducting
Bachelor of Arts in Music with a Music
Business Concentration:
S: MUS/BUS 105 — The Music Business
Bachelor of Music Performance:
S: MUS 341 — Basic Conducting
Bachelor of Music Education:
S: MUS 341 — Basic Conducting
MUP 1xx-4xx Performance Studies
Bachelor of Science in Music Therapy:
S: MUS 363 — Expressive/Creative Arts in
Healing
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145: Chamber Music
One to four semester(s) on the major
instrument in accordance with degree
requirement (0.0 credit)
Transfer Students and Graduation
Skills: Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large
Augsburg Ensemble
Four to eight semesters in accordance with
degree requirement
■ BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
256 Music
or desire to enter one of the many music
related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
One (1.0) credit of approved courses outlined in the Music Department Student
Handbook.
One (1.0) credit of upper division music
courses.
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and
to pursue career opportunity where the
arts and commerce intersect. Courses in
music, performing arts, and business combine with field observations and internships. These experiences prepare students
for careers in fields such as arts management, promotion, the record industry, and
general music business. The program
affords both the performing artist and the
business student the opportunity to pursue
music business studies. The music business major has two tracks: the Bachelor of
Arts in Music with Music Business
Concentration (designed with a music
emphasis) and the Bachelor of Arts in
Business Administration with
Specialization in Music Business
(designed for the music/business student).
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business
Concentration
Requirements:
Music core and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Principles of Accounting I
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
MUS 458 Senior Recital
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg
ensemble on the major instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or
144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music 257
B.A. in Business Administration with
Specialization in Music Business
MUS 232 History and Literature of
Music II
Requirements:
One (1.0) credit of additional music
courses
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as
Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
COM 111 Public Speaking
3 MUS credits — OR — 2 MUS credits and
1 MUE credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine
Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the
Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone
Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341 Basic Conducting
One of the following two:
MUS 231 History and Literature of
Music I
MUE 111 or 112 or 114 or121 &
MUP 1xx-2xx Performance Studies (.25
credit) Four semesters in a large Augsburg
ensemble and four (.25 credit) semesters of
performance studies in the major instrument/voice
Pass one music repertoire test
Candidates must submit an application for
admission prior to spring juries of the
sophomore year
Music Business Minor
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the music business minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today’s
music industry. The minor is a collaborative program between the music and business departments.
Requirements: 8 credits
MUS/BUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Principles of Accounting I
MUS/BUS 399 Internship (approved for the
Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and
Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
258 Music
All of the above courses plus two additional music course credits beyond MUS 105
and MUS 245 (maximum of 1 credit in
MUE and/or MUP courses)
■ BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocal/general or instrumental/general
emphasis. In addition to applying to the
Music Department, Bachelor of Music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the Bachelor of Music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.50 in all music courses is necessary for the music education licensure program.
Faculty Advisers:
Robert Stacke—Instrumental
Peter Hendrickson—Vocal
Requirements
Music core and:
MUS 311 Composition I
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical
Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student
Teaching
MUS 359 Music Methods: Choral/Vocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342 Choral Conducting (.5 credit)
MUS 129 Improvisation (0.0 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344 Instrumental Conducting
(.5 credit)
MUS 129 Improvisation (0.0 credit) two
semesters, OR
MUS 129 one semester AND
MUS 143 one semester
Music elective (1.0 credit)
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the
major instrument/voice (first year)
MUP 2xx-4xx Performance Studies
(.5 credit)
Six semesters of hour lessons in the major
instrument/voice (second, third, fourth
year)
A Music Education major whose major
instrument is piano, organ, or guitar is
required to take a minimum of four additional semesters of lessons on an instru-
Music 259
ment/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds
and percussion, Band; strings, Orchestra;
voice, Choir). You must participate in the
ensemble for which you want to teach.
(total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
Two semesters in a chamber music course
on the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all
music courses and in the major instrument/voice
■ BACHELOR OF MUSIC
Music Performance Major
A focused classical training program
designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and
studio teaching, professional performance
opportunities, auditions, and graduate
school. Acceptance to the program is by
application and audition (see Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core and:
MUP 1xx Performance Studies
Two semesters of half hour lessons (0.25
credit) in major instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5
credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or
144 or 145 (0.0 credit)
At least four semesters Chamber Music
playing on major instrument (see
Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Augsburg Ensembles: eight semesters
OR for guitarists, harpists and pianists:
four semesters of large ensemble and four
additional semesters of chamber music or
other assignment in consultation with
adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
Elective (1.0 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music
Theater and/or MUE 294 or 494 Opera
Workshop.
Keyboard Majors:
MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
Elective (1.0 credit)
Instrumentalists:
MUS356 MusicMethods:
Brass/Percussion (0.5 credit); or
MUS 357 Music Methods: Woodwinds
(0.5 credit); or
MUS 355 Music Methods: Strings
(0.5 credit)
Electives (1.5 credit)
260 Music
■ BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B.S. in music therapy is
minimally a four-and-one-half-year degree
program, which includes a full-time (six
months or 1,040 hours) internship in a
clinical facility approved by the American
Music Therapy Association (AMTA). This
course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core and:
MUS 271 Music Therapy Techniques and
Materials
MUS 274, 275 Music Therapy Practicums
MUS 363 Expressive and Creative Arts in
Healing
MUS 372, 375 Psychological Foundation
of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 473 Music Therapy Senior Seminar
MUS 474, 475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 340 Music Therapy Methods I:
Strings, Brass, Woodwinds
MUS 345 Music Therapy Methods II:
Voice, Piano, Percussion
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design
Procedure, and Analysis I
MUP 1xx-4xx Performance Studies (.25
credit) Eight semesters of half hour lessons
in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or
143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small
ensemble courses on the major instrument/voice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Therapy Equivalency/
Certification Program
The music therapy equivalency program is available to students who already
have a bachelor’s degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student’s degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
Music 261
• submit an application for admission during the first semester of residency at
Augsburg
• submit a copy of a current academic
transcript and transferred credits with
the application
• submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Department Student Handbook)
• complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student’s performance at his or her first jury.
Departmental Honors
Students may apply for departmental
honors by submitting an honors project
proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should
include a transcript showing a cumulative
GPA of 3.00 or higher in music courses,
and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly
outline a project that goes well beyond
required coursework, and could include
but is not limited to one of the following:
defending a senior thesis, presenting an
additional recital, composing a substantial
piece(s), conducting a program, presenting
a research paper, or some combination of
any of the above.
Student Recitals
Students planning a recital should carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Registration in performance
studies in the major instrument/voice is
required during the semester in which a
degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail basis.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or Honors program will be sponsored by
the music department. Other non-degree
student recitals may be considered for
departmental sponsorship. All music
degree recitals must meet the academic
guidelines set forth in this catalog.
• B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
• B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
• B.A. and B.S. degree senior recitals (MUS
458) will be one-half hour in duration.
■ EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music
Student Handbook for piano major and
non-piano major requirements and test
dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
262 Music
MUSIC COURSES.
Many music courses are offered alternate years. Consult the registrar’s website
<www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each
term.
■ THEORY AND MUSICIANSHIP
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part
writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement
Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS
201 and 211 with a minimal grade of 2.00)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
Music 263
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form.
Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal
grade of 2.0)
■ HISTORY AND LITERATURE
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles
and instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying
music in its historical and cultural contexts as well as basic knowledge of
repertory. (Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,
201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231, 232)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232)
Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire
is studied within cultural and historical contexts; listening is emphasized; and each course fulfills
the LAF required skill in writing.
264 Music
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe,
Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253,
254, or permission from instructor)
MUS 436
Piano Repertoire (.5 course)
A study of piano literature from the 17th century to the present. (Prereq.: MUS
231, 232)
■ MUSIC THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 340
Music Therapy Methods I: Strings, Brass, Woodwinds
Basic techniques for strings, brass, and woodwinds with application for the
use of these instruments for music therapy.
MUS 345
Music Therapy Methods II: Voice, Piano, Percussion
Basic techniques for voice, piano, and percussion with application for the use
of these instruments for music therapy.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and
movement. Consultants will describe and demonstrate specific specialties in
expressive and creative arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Music 265
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano,
guitar, and vocal proficiency test)
MUS 479
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months
(1040 hours). Application for internship must be made nine months in
advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire
tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music. This course satisfies the Keystone requirement.
■ MUSIC BUSINESS
MUS 105
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics include copyright, licensing,
contracts, publicity and marketing. Other topics include the record industry,
agents and managers. Musical genres and historical periods are compared and
analyzed. This course is also offered as BUS 105.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry,
and differentiation between the for-profit and non-profit sectors are discussed.
Emphasis is placed on developing a working vocabulary of industry topics and
in benefiting from practical field experience. (Prereq.: MUS/BUS 105)
■ METHODS AND PEDAGOGY
MUS 355
MUSIC METHODS: STRINGS
(.5 course)
MUS 356
MUSIC METHODS: BRASS/PERCUSSION
MUS 357
MUSIC METHODS: WOODWINDS (.5 course)
(.5 course)
266 Music
MUS 359
MUSIC METHODS: VOCAL
MUS 456
Piano Pedagogy (.5 course)
(.5 course)
Explores methods, materials, and techniques for teaching piano. This course
has a community service-learning requirement that fulfills the LAF Augsburg
Experience requirement.
■ APPLIED SKILLS AND GROUP LESSONS
MUS 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists.
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 155A
Class Piano (.25 course)
This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from
instructor)
MUS 158
Class Guitar Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting (.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Music 267
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity for Augsburg students to study on
an individual basis with artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student.
Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits
(one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may
qualify to have their lesson fee waived (one instrument per semester for half-hour weekly
lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a
large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department.
Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is
two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the
student. Please check with the music office or use the search option on AUGNET Records
and Registration to get the correct course section for instruments with more than one
teacher.
MUP 111-211-311-411 Voice
MUP 132-232-332-432 Bassoon
MUP 116-216-316-416 Electric Bass
MUP 133-233-333-433 Clarinet
MUP 121-221-321-421 Violin
MUP 134-234-334-434 Saxophone
MUP 122-222-322-422 Viola
MUP 135-235-335-435 Flute
MUP 123-223-323-423 Cello
MUP 137-237-337-437 Horn
MUP 124-224-324-424 Bass
MUP 141-241-341-441 Trumpet
MUP 131-231-331-431 Oboe
MUP 142-242-342-442 Trombone
MUP 143-243-343-443 Baritone
MUP 181-281-381-481 Organ
MUP 144-244-344-444 Tuba
MUP 191-291-391-491 Harp
MUP 152-252-352-452 Piano
MUP 192-292-392-492 Improvisation
MUP 161-261-361-461 Guitar
MUP 193-293-393-493 Composition
268 Music
MUP 171-271-371-471 Percussion
The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber
music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide
variety of venues. The literature performed reflects the cultural diversity and
historical context of jazz. Placement is by audition or by arrangement with the
director. Preference is given to Concert Band members.
MUE 294
Opera Workshop
(1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUE 494
Opera Workshop
(.25 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for singers and instrumentalists.
Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and
coaching with a professional pianist. MUP fee schedule applies. (see
Handbook)
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at repertoire level III for music
education majors, one hour recital at level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music
Education majors, one hour recital at level V for Music Performance majors.
No course credit. Private instructor may request a pre-recital hearing.
Music 269
LARGE ENSEMBLES
Please note that only large ensemble participation (Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit
will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts
Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional
or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble
participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency.
Auditions for membership in a large ensemble are scheduled during the first week of
each semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(.25 course)
MUE 112
Riverside Singers of Augsburg
(.25 course)
MUE 114
Masterworks Chorale
(.25 course)
MUE 121
Orchestra
(.25 course)
MUE 141
Concert Band
(.25 course)
■ INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 299
Directed Study
See description on page 100.
MUS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
See description on page 100. Open only to advanced students upon approval
of the faculty.
270
NATURAL SCIENCE TEACHING
LICENSURES
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distribution/general education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted
(Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
LICENSURE REQUIREMENTS.
Broad Base Requirements (also for 5-8
general science licensure)
GEO XXX Introductory Geology (taken
off-campus)
SCI 106 Introductory Meteorology
BIO 121 Human Biology and Lab
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Requirements are the same as for the
Bachelor of Arts in Biology degree, but
with the following differences:
Only four (rather than five) upper division
biology courses are required, along with:
Two additional science courses chosen
from the following list:
PHY 101 Astronomy
SCI 106 Meteorology
An introductory geology course
Natural Science Teaching Licensure 271
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation
major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO
367
One year of general physics — PHY 121,
122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or
Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken
off-campus)
Physics Major (for licensure in physics
9-12)
Broad Base Requirements, plus Graduation
major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of
Mathematical Physics (Prereq.:
MAT 245 or equivalent)
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I,
II
272
NORDIC AREA STUDIES—NAS
N
ordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency. Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modern Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; elective
courses or a second major such as
Norwegian, history, political science, urban
studies, business administration, international relations, sociology, or social work.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skill in Speaking (S)
is met by completing the following course:
S: NAS 352
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) and
Writing (W) graduation skills.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
NORDIC AREA STUDIES COURSES.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity
against the broad backdrop of Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Nordic Area Studies 273
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 299
Directed Study
See description on page 100.
NAS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
NAS 499
Independent Study/Research
See description on page 100.
NORWEGIAN
See listing under Languages and Cross-cultural Studies.
274
NURSING—NUR
T
he Augsburg Department of Nursing
is designed exclusively for registered nurses who want to increase their opportunities
in the healthcare field.
The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever they work, nurses provide
comprehensive health care for persons,
groups, and communities of diverse cultures and socioeconomic levels throughout
the life span.
The bachelor’s degree equips nurses to
synthesize knowledge from the liberal arts
with the art and science of nursing. The
nursing program at Augsburg also provides
educational opportunities to increase skills
in critical thinking, clinical investigation,
and decision-making in preparation for
challenging new nursing positions in
emerging care systems.
Augsburg’s nursing program, which
leads to a bachelor of science degree with a
major in nursing, is fully accredited by the
Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public
health nurse registration certificate
through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Magdeline
Aagard, Marty Aleman, Katherine
Baumgartner (Coordinator BSN program in
the Minneapolis/St. Paul), Ruth Enestvedt
(Coordinator of Augsburg Central Nursing
Center), Joyce Miller, Sue Nash
(Coordinator BSN program in the
Minneapolis/St. Paul), Joyce Perkins,
Pauline Utesch
Adjunct Faculty: Linda Holt (Coordinator
BSN program in the Minneapolis/St. Paul),
Tabitha Hanson, Jeannie Jacobson, Barbara
Knutson, Susan Loushin, April Morehouse,
Deborah Schuhmacher, Debra Zaffke
DEGREE AND MAJOR REQUIREMENTS.
Major
Seven courses including:
NUR 300 Trends and Issues in Nursing
NUR 305 Communication
NUR 306 Paradigms in Nursing
NUR 403 Families and the Life Cycle
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing II
NUR 490 Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of
2.50 are required. Students also must complete Augsburg’s residence and general
education requirements.
The Critical Thinking (CT) graduation
skill is embedded throughout the required
courses in the nursing major and is met by
completing the major. The graduation skill
in Speaking (S) is met by completing the
following course:
S: NUR 305 — Communication
Consult the department chair or an
academic adviser for requirements for
meeting the Writing (W) and Quantitative
Reasoning (QR) graduation skills.
Students petitioning to transfer in
upper division nursing courses from
another institution to meet requirements in
the nursing major at Augsburg must consult an adviser about potential adjustments
to their course requirements to fulfill each
of these graduation skills.
The program has been planned so that
courses in the nursing major can be completed over 15 months (full-time study,
two courses per term) with a summer
Nursing 275
break; however, students may pursue their
studies at a slower and more flexible pace.
Courses in the nursing major are
offered on weekday evenings with a
practicum course (NUR 411) requiring
additional weekday time. More time may
be required to complete the total course of
study depending on the number of liberal
arts (general education) courses needed to
complete the BSN degree, and the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with BSN admissions staff in the Adult
and Graduate Admissions Office for program planning.
Departmental Honors
Admission to the honors major
requires: a GPA of at least 3.60 in the
major and 3.30 overall, application to the
department chair by November 1 of the
senior year, recommendation by nursing
faculty, and honors thesis to be presented
before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Note regarding Latin honors: To be eligible for Latin honors, a student must meet
minimum GPA standards as well as complete a minimum of fourteen traditionally
graded credits at Augsburg and have no
more than two elective pass/no pass graded
credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on
page 94.
ENTRANCE REQUIREMENTS.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.20
GPA.
2. Graduation from a nationally accredited nursing program: Applicants must
have graduated from a nationally accredited associate degree or diploma nursing
program with a 2.50 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
5. Applicants must have an updated
immunization record.
276 Nursing
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing a nursing
degree.
Nursing courses at Augsburg are available evenings and weekends. Nursing
classes usually meet on alternate weekday
evenings for three-to-four-hour time
blocks. Clinical practicum requirements
usually occur on weekdays. Optional
immersion practicums abroad are scheduled throughout the year. Check with the
Department of Nursing for details.
It is recommended that most liberal arts
courses be taken before starting the nursing major. Nursing majors can complete
courses toward the baccalaureate at the
Minneapolis campus; at United, Mercy,
Unity, and Children’s Hospitals in St. Paul,
Coon Rapids, and Fridley, Minn.; and in
Rochester, Minn.
NURSING COURSES.
NUR 300
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 305
Communication
Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or
concurrent enrollment.)
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory
and conceptual models for nursing practice are studied and applied to practice
and research. (Prereq.: NUR 300 or concurrent enrollment.)
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life
span. (Prereq.: NUR 305 and 306, or consent of instructor.)
NUR 410
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, groups, and communities.
(Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.)
NUR 411*
Community Health Nursing II
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public
health principles with culturally diverse clients. (Prereq: NUR 410)
Nursing 277
NUR 490
Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing
and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied.
Application of theory occurs in selected practice settings with a professional
nurse preceptor. This course satisfies the Keystone requirement. (Prereq.:
Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
NUR 499
Independent Study/Research (optional)
See description on page 100.
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
* This course involves an additional clinical tuition and clinical practicum hours.
278
PHILOSOPHY—PHI
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
“big” questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by the study of
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni,
Bruce Reichenbach
DEGREE AND MAJOR REQUIREMENTS.
Philosophy Major
Eight courses including:
PHI 230 Logic
or PHI 385 Intro. to Formal Logic and
Computation Theory
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy II:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy III: Early
Modern and 19th Century
Philosophy
PHI 344 20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer
Science for course listing.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student’s
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy 279
Philosophy Minor
Five courses, including two from
PHI 241, 242, 343, and 344.
PHILOSOPHY COURSES.
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we
know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical
vocabulary, and to critical thinking and what it means to view the world
philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students
who receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on informal
logic and inductive reasoning.
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from
Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of
truth and human knowledge, and the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
280 Philosophy
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature,
music, architecture, and film: the truth and falsehood of aesthetic judgment,
the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its
relation to the rest of the artistic tradition. For arts majors and students with a
strong background in the arts.
PHI 343
History of Philosophy III: Early Modern and 19th-Century
Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza,
Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume),
Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and
the reaction to it (Marx, Kierkegaard, Nietzsche and Mill).
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and
post-modern philosophy. Focus of study is on major texts of these movements.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of
reality, the self, ways of knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: one course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Philosophy 281
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on one philosopher, one philosophical writing, and/or on
one topic in philosophy. Students work on preparing an in-depth thesis paper
on some aspect of the course through discussion of the course material. Short
lectures are used to introduce students to the material followed by discussion
and debate to move students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent
of instructor. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an
overview of specific themes in philosophy.
Internships and Independent Study Courses:
PHI 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 299
Directed Study
See description on page 100.
PHI 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHI 499
Independent Study/Research
See description on page 100.
PHYSICAL EDUCATION
See listing under Health, Physical Education, and Health Fitness.
282
PHYSICS—PHY
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called “natural philosophers,”
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society’s understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments in science with
heightened awareness and comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor’s and advanced degree
levels, and administers Augsburg College’s
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Biophysics, with support
from the National Science Foundation,
NASA, and other private and public
sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative
education, internship, and undergraduate
research programs provide opportunities
for students to apply their knowledge and
problem-solving skills in practical situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson, Jeffrey
Johnson, David Murr, Ben Stottrup, David
Venne
Physics Research Staff
Jennifer Posch
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Major
Thirteen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
Physics 283
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Major
Seventeen courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics II
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory II
PHY 486 Quantum Physics
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, II
MAT 245, 247 Calculus III and Modeling
and Differential Equations
or MAT 245
Calculus III
and PHY 327 Special Functions of
Mathematical Physics
Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded
throughout the offered courses and are met
by completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is
met by completing the following course:
S: COM 115
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
■ BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
Eighteen course credits. It is the same
as the B.S. major, with the addition of PHY
320 and PHY 420, and the omission of the
elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30
overall. An original research project on a
significant topic in physics with an oral
presentation and written report. Project
proposals should be made to the department by Sept. 30 of the senior year.
OTHER REQUIREMENTS.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the first year, and
MAT 245 and 247 (or PHY 327) during the
sophomore year.
284 Physics
Teaching Licensure Major
Society of Physics Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Sigma Pi Sigma
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.00 in physics and overall, and
rank in the upper third of their class.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, II
PHYSICS COURSES.
PHY 101
Introductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition
the course traces the development of scientific thought from early civilization
to the present day. Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include
winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and
hurricanes, climate and climate change, global warming, and ozone depletion.
(Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall,
spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Physics 285
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth and space science for students
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratory/lecture periods. Prereq.: elementary education major and
MPG 3. Fall, spring)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the
human body relating to music, the visual arts, and theatre. Explores the
physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY
122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
286 Physics
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations,
Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special
matrices, determinants), and functions of a complex variable. (Three one-hour
lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent.
Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and
electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I (.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism,
and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software
for computerized data acquisition and experiment control. (One three-hour
laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing or consent of instructor. Fall)
Physics 287
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One
three-hour laboratory and an occasional one-hour seminar per week. Prereq.:
PHY 395, junior or senior standing or consent of instructor. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 351. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 299
Directed Study
See description on page 100.
PHY 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
PHY 499
Independent Study/Research
See description on page 100. Open to juniors and seniors with departmental
approval.
288
POLITICAL SCIENCE—POL
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful
career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki,
Milda Hedblom, Elizabeth Klages, Norma
Noonan, John Shockley
DEGREE AND MAJOR REQUIREMENTS
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective—one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
The Critical Thinking (CT) and
Writing (W) graduation skill is embedded
throughout the offered courses and is met
by completing the major. The graduation
skill in Speaking (S) is met by completing
one of the following courses:
S: POL 325, POL 326, or POL 380
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Political Science 289
Pre-Law Concentration in Political
Science
POL 160
POL 170
Major: 11 courses required
III. Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can
be used for this requirement)
SOC 381
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
COM 111
Electives — five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in
Political Science (can come from the list
above, or be any other upper level Political
Science course).
Public Policy and Political Change
Concentration in Political Science
Major: 11 courses required.
I. Six Specific Courses
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by
political science adviser)
ECO 490, POL 483, or SOC 362 (only one
can be used for this requirement)
POL 484
II. One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
NOTES
1. POL 140 can be substituted for POL
122, with adviser approval.
2. If both POL 121 and 122 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
3. If both POL 325 and 325 are completed,
one can count for section I and one for
section III. The same course cannot fulfill
requirements in both sections.
4. Only one economics course (either 312,
313, or 413) can be counted toward the
four courses required in Section III.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student’s GPA must
be 3.50 in the major and 3.00 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
290 Political Science
Minor
NOTES
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
1. POL 140 can be substituted for POL
122, with adviser approval.
Pre-Law Minor: six courses required
3. Only one economics course (either 312,
313, or 413) can be counted toward the
three courses required in Section II.
Four Required Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223
and ENL 220)
PHI 230
SPC 111
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be
approved by the chair (e.g. if a required
course has to be canceled).
Public Policy and Political Change
Minor: 6 courses required
I. Three Specific Courses
POL 121 or 122.
POL 325 OR 326
POL 399 (internship must be approved by
adviser)
II. Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
2. If both POL 325 and 325 are completed,
one can count for section I and one for
section II. The same course cannot fulfill
requirements in both sections.
Teaching Major in Political Science
and Economics
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division economics
course
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
ESE 310 5-12 Methods: Social Studies —
Capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Political Science 291
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education. To be
licensed in social studies, additional education courses and the social studies core are
required.
Political Science Areas
(I) American Government and Politics,
(II) Comparative Politics and Analysis,
(III) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
POLITICAL SCIENCE COURSES.
■ I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government — including Congress,
the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
292 Political Science
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
■ II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
Political Science 293
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
■ III. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.:
four courses in the international relations sequence)
■ IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
“supreme” law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
294 Political Science
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
■ V. POLITICAL THEORY AND ANALYSIS
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education
(issues may vary). Students develop their own arguments about social justice.
Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at the struggle to define
Asian Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor)
Political Science 295
■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
See description on page 100.
POL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
POL 499
Independent Study/Research
See description on page 100.
296
PSYCHOLOGY—PSY
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community. The
curriculum’s emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg’s active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
Psychology Faculty
David Matz (Chair), Barbara Curchack,
Grace Dyrud, Stacy Freiheit, Lisa Jack,
Bridget Robinson-Riegler, Nancy Steblay
DEGREE AND MAJOR REQUIREMENTS.
Major
The major is 10 courses
Foundations of Psychology (five courses)
PSY 105 Principles of Psychology
PSY 215 Research Methods and Statistics
I
PSY 315 Research Methods and Statistics
II
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 201 Health Psychology
PSY 263 Sports Psychology
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
PSY 410 Clinical Neuropsychology
Electives (three courses in psychology)
Majors are strongly encouraged to take
more than the minimum 10 required psychology courses; no more than 13 course
credits can count for graduation.
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 199, 299, 399/396, and
499 may be counted.
Graduation skills in Critical Thinking
(CT), Speaking (S), and Writing (W) are
embedded throughout the offered courses
and are met by completing the major.
Consult your department chair or academ-
Psychology 297
ic adviser for requirements for meeting the
Quantitative Reasoning (QR) graduation
skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
All psychology majors must have an
adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law
involves the application of scientific and
professional aspects of psychology to questions and issues relating to law and the
legal system. This field encompasses contributions made in a number of different
areas — research, clinical practice, public
policy, and teaching/training among them
— from a variety of orientations within the
field of psychology, such as developmental,
social, cognitive, neuropsychology, and
clinical. Students in this concentration will
participate in at least three experiential
learning venues: laboratory research, a
community-based internship, and study
tours to Hennepin County Courts.
See department chair for specific
requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strengthen a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Departmental Honors
GPA of 3.00 in the major and 3.50
overall, and completion of a high-quality
research project. Formal application must
be made during the junior year. Please
consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and
four electives. A minimum of two courses
must be from Augsburg. No more than two
courses from among PSY 299, 399/396,
and 499 may be counted.
298 Psychology
PSYCHOLOGY COURSES..
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one
course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research
design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population—the
elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 105)
PSY 262
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 105)
Psychology 299
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology,
Close Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken
in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of
2.0 or higher)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of
learning and cognition, emotions, abnormal psychology, personality, normal
and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior
standing)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 215, or PSY 105 with junior standing)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with
junior standing)
300 Psychology
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required.
(Prereq: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY
105 with junior standing)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.:
PSY 215 or PSY 105 with junior standing)
PSY 385
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215,
or PSY 105 with junior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic
brain injury and diseases such as stroke, epilepsy, and dementia. Learn human
neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including
neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent
of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 315 or consent of instructor)
Psychology 301
Internships and Independent Study Courses.
PSY 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. (Prereq.: PSY 105 and one other psychology course).
PSY 299
Directed study
See description on page 100. (Prereq.: PSY 105)
PSY 399/396 Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Weekly class meetings are required for this course.
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone requirement. (Prereq.: PSY
315)
PSY 499
Independent Study/Research
See description on page 100. (Prereq.: PSY 315)
302
RELIGION, YOUTH
MINISTRY—REL, YFM
R
eligion asks questions and seeks
answers fundamental to humanity’s search
for meaning: Who are we as human
beings? (Who am I?) What is our relationship with each other, with the natural
world, and with God? (What is my place in
the world? What am I called to do?) What
do good and evil mean in this time and
this place? (Do I — or how do I — understand these concepts differently than those
from different times and ages?)
The study of religion, including inquiry
into the history and traditions of
Christianity, exploration of other major
world religious traditions, study and interpretation of the Hebrew Bible and New
Testament, and reflection on vocation, is
central to the mission and vision of
Augsburg College. At the center of the
AugCore, Augsburg’s general education
program, are courses in the Religion
Department. In these courses, students are
challenged and equipped to articulate what
they believe and to see that what they
believe matters. These courses also ground
students who wish to major or minor in
Religion or Youth and Family Ministry,
where they may more explore more deeply
the interpretation of the Bible, church history, theology, world religions, spirituality
and spiritual practices, as well as the practical aspects of the life and work of the
church.
Augsburg is a college of the Evangelical
Lutheran Church in America (ELCA), and
this means that we are eager to engage in
dialogue with Christians of all denominations and with people who practice other
spiritual traditions or claim no religious
beliefs. We challenge all our students to
respect and learn from one another and to
AND
FAMILY
think critically about matters of faith and
reason.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt
Hale, Bradley Holt, Russell Kleckley, Lynne
Lorenzen, Mary Lowe, Beverly Stratton,
Mark Tranvik, Hans Wiersma
GENERAL REQUIREMENTS.
Majors
The Religion Department offers two
majors: Religion (REL) and Youth and
Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced
transfer students) is prerequisite to all
other courses.
Graduation Requirements
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Transfer Courses
All transfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective credit for the major. Students who
have taken an approved introductory
course in Bible and/or Christian theology
Religion 303
at another college may take REL 300 in
place of the College REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the
department.
Departmental Honors
GPA of 3.50 in the major and 3.00
overall, research project approved by the
department, and colloquium with the
department. Application must be received
by the department by Dec. 30 of the student’s senior year.
RELIGION—REL
A religion major serves as a strong
foundation in the liberal arts. It prepares
students for professional work and/or graduate studies in a wide array of fields.
Certainly, students interested in seminary
and ministry are well-served by an undergraduate religion degree. Students who
wish to pursue graduate studies in theology, religious studies, sacred scripture, or
church history are also good candidates for
a religion major. Students interested in
graduate studies in most any field in the
humanities and social sciences could
choose a religion major. Law schools and
other professional schools, including medical schools, are attracted to students with
a religion degree and the skills of analytic
reading, critical thinking, writing, and
speaking acquired in pursuit of that
degree.
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 200 Christian Vocation and the
Search for Meaning II
or REL 300 Bible, Christian Theology,
and Vocation
REL 210 Research Methods in Religion
REL 495 Religion Keystone
Five additional electives
Note: Keystone, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302, 386 or consult with your
adviser for an approved course outside the
major
W: REL 495 and one of the following: REL
362, 370, or 481
304 Religion
Consult your department chair or academic adviser for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Religion Minor
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Note for majors and minors:
Students are required to have at least a
2.00 GPA in courses counted toward the
major or minor. One or two courses in
youth and family ministry (YFM) may
count toward the religion major or minor.
Five religion courses including REL 100
and 200. (Advanced transfer students take
REL 300 and four electives.)
RELIGION COURSES.
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of the biblical and theological
resources that the Christian tradition, seen through the lens of vocation,
brings to the search for meaning. Not accepted for credit for students who
have taken REL 300 or 331.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through
issues that emerge in public discussion through news and popular media.
Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its
relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion.
Students will explore primary texts on topics such as gender, economics, and
politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own perspectives on the topic
under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111
or 112 or HON 111)
REL 206
Apostles of Hope
This course will explore how Israel adapted, resisted, fractured into sects, and
was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman
empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a
threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of
the Roman order?
Religion 305
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic
study of Christianity (Bible, theology, and church history), including methods
and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible,
Christian tradition, and vocation. Students will articulate their own theological
questions and positions and begin to recognize and evaluate religious claims
in a world of many religions. Open only to advanced transfer students. Not
accepted for credit for students who have taken REL 100, 111, 221, or 331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or
300 and critical thinking entry level skill pass or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South,
Central, and North America. Taught in Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand’s contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships
within the context of the faith and practice of the Christian church.
306 Religion
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of the world religions as practised in America. Some
controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin
American culture and politics. Focuses on the relationship between theology
and social/political transformation.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111,
junior standing, and REL 100 or 300)
REL 378
Medieval Church (See description under HIS 378)
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Religion 307
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology.
REL 405
Lilly Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 406
Lilly Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants
in the Lilly Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST
100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens
through which they view their lives and communities. This course satisfies the
Keystone requirement.
308 Religion
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: REL 210)
Internships and Independent Study Courses:
REL 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99. Limited to special cases.
REL 299
Directed Study
See description on page 100.
REL 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
REL 499
Independent Study/Research
See description on page 100. For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
YOUTH
AND
FAMILY MINISTRY—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to
nurture future leaders in service to the
world, the major in youth and family ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministry settings.
This major is interdisciplinary, combining
a core study of theology, Bible, and ministry with supporting coursework in the
social sciences. A distinctive element of the
major is the combination of practical and
theological training: students will have
many opportunities to apply their knowledge and discernment skills in specific
ministry contexts, including a supervised
internship. Students must declare the YFM
major and receive faculty approval before
participating in off-site field work. A youth
and family ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are met by completing the following courses:
S: REL 302
W: REL 362 and REL 495
Consult your YFM academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
Course Maximums
A student majoring in YFM may take
apply up to 15 courses from the religion
department toward graduation if they are
required to take REL 100 and 200, and the
15th course is a REL or YFM study abroad
course or the Lilly Scholar Seminar. If the
student is required to take REL 300, they
may apply up to 14 courses if the 14th
course is a REL or YFM study abroad
course or the Lilly Scholar Seminar.
Associate in Ministry (A.I.M.)
Course work completed with the major
fulfills part of the requirements for
Associate in Ministry (A.I.M.) status within
the Evangelical Lutheran Church in
America. Students interested in A.I.M. certification should consult with their home
synod and with a YFM adviser no later
than their second year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (6 courses):
REL 210 Research Methods in Religion
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Religion Keystone
Youth and family ministry core (4 courses):
YFM 208 Vocational Formation I [required
non-credit experience]
YFM 209 Vocational Formation II
[required non-credit experience]
YFM 235 Foundations for Ministry with
Youth and Families
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
YFM 399 Internship
Youth and family ministry electives (2
courses):
YFM 205 Exploring Topics in Youth and
Family Ministry (students will choose two
topics courses from a list of 0.5 credit
courses)
One REL or YFM course from the following list:
309
310 Youth and Family Ministry
YFM 232 Peer Ministry
YFM 316 Church and Culture in Context
REL 343 Theology of Marriage and Family
REL 345 The Lutheran Heritage (required
for A.I.M. certification)
REL 353 Denominations and Religious
Groups in America
REL 356 World Religions
REL 357 Giants of Christian Faith
REL 425 Christian Spiritual Practices
Youth and Family Ministry Minor
and three supporting courses:
SOC 231 Family Systems: A Cross-Cultural
Perspective
PSY 105 Principles of Psychology
PSY 250 Child Development
or PSY 252 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
One Bible survey course from:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
Note: A student with a youth and family
ministry major or minor may not also
major or minor in religion.
The minor consists of the following five
courses:
YFM 235 Foundations for Ministry with
Youth and Families
One youth and family ministry course
from:
YFM 305 Ministry Practices
YFM 358 Life and Work of the Church
One theology course from:
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
and one course from the theology core,
YFM core, or YFM electives as listed in the
major.
YOUTH AND FAMILY MINISTRY COURSES.
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205
Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year
to year and include such subjects as Outdoor Ministry, Service Learning,
Program Administration and Planning, Youth Culture and Religion,
Communications, Media, Music and Ministry, and Ministry with Youth on the
Margins.
YFM 208
Vocational Formation I (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students
will complete an entrance process into the major, participate in monthly
cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
YFM 209
Vocational Formation II (.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students
will complete a professional portfolio, participate in monthly cohort groups,
monthly roundtables, have multiple meetings with an assigned mentor from
the field, and attend one approved professional conference or workshop.
(Prereq.: YFM 208)
Youth and Family Ministry 311
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
YFM 235
Foundations for Ministry with Youth and Families
An introductory level study in which the biblical, theological, and historical
foundations of ministry with youth and families are explored. Students will
also be introduced to the principles of practical theology and learn the skills
and sensibilities necessary for discerning what faithful ministry might look
like in a specific location.
YFM 305
Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of
the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the
major themes of this course. (Prereq.: YFM 235)
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in
another country. An exploration of the roles of households, congregations, and
other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
YFM 358
Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the
issues and challenges facing modern and “post-modern” churches. A central
element of this course will be a research project that studies the methods and
strategies of congregations and other ministry organizations in their efforts to
introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235)
YFM 399
Internship
The internship centers around 150 hours of supervised leadership practice
focused on youth and families, fulfilled in partnership with a congregation or
other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
(Prereq.: YFM 235 and YFM 305 or 358)
SCANDINAVIAN STUDIES
See Nordic Area Studies.
312
SOCIAL STUDIES TEACHING LICENSURE
S
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE
graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113 Principles of Microeconomics
HIS 120 America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields—economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor’s degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
SOCIAL WORK—SWK
S
tudents in social work are preparing
to engage in professional practice with
individuals, families, groups, communities,
and organizations. Students learn to
become skilled at designing change strategies with clients that promote individual
change, social justice, and empowerment.
The curriculum includes classroom
instruction and agency practice in human
development in a social context, social
work skills, history of social work and
social welfare in the United States, analysis
of social welfare policy, and social science
research. In and out of the classroom, students study privilege and oppression and
engage with diverse communities. In the
end, our students are prepared to practice
in a global society and in international settings.
Those graduating with a social work
major receive a Bachelor of Science degree
in social work and are eligible to apply for
licensure as a generalist social worker.
Students interested in a graduate degree in
social work (MSW) are encouraged to
apply to our Master of Social Work program. Both the baccalaureate and graduate
social work programs are accredited by the
Council on Social Work Education.
Social work graduates embody the
Augsburg College motto, “Education for
Service.” One example of this motto in
action is the extensive service learning and
practica assignments embedded in the
social work curriculum. Students begin
service learning early in their major and
engage in over 400 hours of agency based
training, supervised by licensed social
workers. The Twin Cities offers a variety of
innovative and professional programs and
agencies. Students are encouraged to train
with and learn from these local, regional,
and national leaders in social work.
313
The social welfare minor offers students
from other disciplines the opportunity to
gain knowledge about the history of social
work and social welfare, human development in a social context, and experience
with agency and community social work.
Social Work Faculty
Anthony Bibus (Chair), Laura Boisen
(MSW Field Coordinator), Lois Bosch
(MSW Program Director), Francine
Chakolis, Christina Erickson, Annette
Gerten, Barbara Lehmann, Curt Paulsen,
Nancy Rodenborg (Undergraduate Field
Coordinator), Glenda Dewberry Rooney,
Michael Schock (Undergraduate Program
Director), Maryann Syers (Field Education
Coordinator), Tan Ngoh Tiong
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice 1:
With Individuals
SWK 307 Field Work 1:
Integrative Seminar
SWK 316 Social Work Practice 2:
With Families and Groups
SWK 317 Field Work 2:
Integrative Seminar
SWK 402 Research 1: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 2: Evaluation of Social
Work Practice and Programs
(.5)
SWK 406 Social Work Practice 3:
With Communities and Policies
SWK 407 Field Work 3:
Integrative Seminar
SWK 417 Field Work 4:
Integrative Seminar
SWK 490 The Social Worker as
Professional
314 Social Work
and seven supporting courses:
BIO 121 Human Biology and Lab
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 265 Race, Class, and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 280 Diversity and Inequality in
Professional Practice
A minimum grade of 2.0 is required for
each core course and a 2.00 cumulative
GPA is required in the supporting program.
A statistics course is recommended for students planning on graduate school.
In accordance with accreditation standards, the Social Work Department does
not grant social work course credit for life
experience or previous work experience.
The Critical Thinking (CT) and
Writing (W) graduation skills are embedded throughout the offered courses and are
met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill. Transfer
students must consult an adviser about
potential adjustments to their course
requirements to fulfill each of these skills.
Admission to the Major
Students must apply to be admitted to
the degree program in social work. This
application process, called candidacy, is
subsequent to and separate from admission
to Augsburg College. The initial candidacy
application is completed in the spring term
of the sophomore year or in the summer
months for junior transfer students. Each
social work major must complete the
application materials and be officially
admitted to the social work program before
beginning the first field practicum in the
junior year. Social work majors must have
a cumulative 2.20 G.P.A. to enter the pro-
gram. Students who do not meet this minimum G.P.A. standard will be given an
opportunity to explain their G.P.A. and
may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those
300 and 400 level courses restricted to
social work majors only. Contact the Social
Work Department for details.
Departmental Honors
The social work department offers students the opportunity to earn
Departmental Honors through the completion of an applied or scholarly project.
Students may apply for Departmental
Honors if they have earned and maintain
an overall GPA of 3.30 and maintain a
cumulative GPA of 3.60 in all social work
classes at the 300 level and above. Honors
applicants may take up to two courses as
P/N (in addition to the integrative field
seminars, which are graded P/N) and must
complete a minimum of 14 traditionally
graded Augsburg courses. Other requirements include the successful completion of
a paper or project designed to demonstrate
critical understanding of one area in the
field of social work or social welfare. A faculty mentor will guide and supervise work
on this paper or project. Please consult
with your adviser or program director for
complete details and deadlines.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 3:
With Communities and Polices
SOC 265 Race, Class, and Gender
and one course from:
Social Work 315
POL 121
POL 158
POL 325
American Government
and Politics
Political Patterns and Processes
Politics and Public Policy
SOCIAL WORK COURSES.
■ COURSES OPEN TO ALL STUDENTS
SWK 210
Environmental Justice and Social Change
This course examines the relationship between environmental justice issues
and principles and methods of social change. It explores the relationship
between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways
social change agents can mobilize action to correct these injustices. (Elective
credit)
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and
are vital to fostering peace, human rights, and well-being. (Elective credit)
SWK 257
Exploring Human Services
In this service learning course, students explore human services and especially
social work as a major and as a career. In addition to attending class, students
work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups.
SWK 260
Humans Developing
This course helps students to examine critically factors influencing human
growth and development within diverse and oppressed groups. Students come
to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals,
groups, and families.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural
competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or
concurrent registration: SOC 265 Race, Class and Gender)
SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and globally profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs.
(Prereq.: junior standing or consent of instructor)
316 Social Work
SWK 406
Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and
social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt,
and how to influence local, regional, and national policies. (Prereq.: senior
standing or consent of instructor)
■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY
SWK 306
Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual
clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist
social work practice with individuals, families, and groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and
working with diverse populations.
SWK 307
Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social
work practicum. Social work professionals in regional human service agencies
supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the fall term. (SWK 307 is concurrent with SWK 306
and is the first of two courses required in the junior year practicum, P/N grading only.)
SWK 316
Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills,
and values while learning to interview families and facilitate groups. Emphasis
is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
SWK 317
Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge
and skills in their first social work practicum. Students synthesize their
course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of
supervised practice in the spring term. (SWK 317 is concurrent with SWK 316
and is the second of two courses required in the junior year practicum, P/N
grading only.)
SWK 402
Research 1: Fundamentals of Social Work Research and Evaluation
(0.5 course)
Students are introduced to basic social research methods commonly used in
social work research. Students learn how to access and understand current
knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing
research strategies as applied to practice evaluation. (This half course is in
sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.)
Social Work 317
SWK 403
Research 2: Evaluation of Social Work Practice and Programs (0.5
course)
Building on the work in SWK 402, students plan and complete an evaluation
of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative
and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is
concurrent with SWK 417 and SWK 490.)
SWK 407
Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced
course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and
SWK 406, and is the first of two courses required in the senior year practicum,
P/N grading only.)
SWK 417
Field Work 4: Integrative Seminar
This course is a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120
hours of supervised practice in the spring term. (SWK 417 is concurrent with
SWK 403 and SWK 490, and is the second of two courses required in the
senior year practicum, P/N grading only.)
SWK 490
The Social Worker as Professional
This course, which meets the senior keystone course requirement in the
Augsburg Core Curriculum, is the summative seminar in the social work
major. Students learn organizational analysis and methods for agency change
as well as reflect on vocation in social welfare, engage in career planning,
study ethical practice principles, and prepare to engage in professional social
work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.)
Internships and Independent Study Courses:
SWK 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 100.
SWK 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SWK 499
Independent Study/Research
See description on page 100.
318
SOCIOLOGY—SOC
S
ociology is the scientific study of
society as a whole and of human social
organization in groups. The sociological
perspective provides a way to better understand the social world and how human
beings come to think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg’s metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in research, management, and
human resources departments of both government and private corporations, in the
criminal justice field, and as professors of
sociology. Others have used the major as
preparation for advanced study in areas
such as law, the ministry, social work,
urban planning, and human services.
Sociology Faculty
Tim Pippert (Chair), Lars Christiansen,
Nancy Fischer, Garry Hesser, Diane Pike,
James Vela-McConnell
DEGREE AND MAJOR REQUIREMENTS.
Students may choose to pursue the core
sociology major or they may opt for a specialized, interdisciplinary concentration
within the major.
Core Major
Sociology has a long-standing tradition
as an excellent undergraduate major that
applies to a number of fields from human
services to criminal justice to business to
public service. The foundation of the
major at Augsburg is that it provides a
clearly organized curriculum that is challenging, develops over the course of the
major, and integrates and reinforces an
excellent set of important skills; those
skills include abstract thinking, writing,
critical analysis, basic research, integration
of theory and data, and the connection of
the individual and collective perspectives
in the unique way of the sociological imagination. The five core courses intentionally
develop those skills in our students and
serve them well. Thus, these required and
sequenced courses are also the core of the
concentrations that allow students to pursue their electives in a direction that adds
other skills related to areas of interest.
Those concentrations include: community
studies, crime and deviance, law and society, organizational studies, and social psychology.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below:
Core major:
SOC 121 Introduction to Human Society
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 485 Sociological Theory
SOC 490 Senior Seminar
Sociology 319
At least three of the following upper-division courses (Prereq: SOC 121):
SOC 320 Sociology of Law
SOC 349 Organizational Theory
SOC 375 Social Psychology
SOC 377 Organizational Deviance
SOC 381 City and Metro-Urban Planning
SOC 387 Juvenile Delinquency
SOC 390 Social Problems Analysis
SOC 410 Field Studies of Organizations
Two additional sociology electives. SOC
399 (Internship) is highly recommended.
Note: Majors must have a 2.0 or better in
each required course to receive credit in
the major.
The Critical Thinking (CT) graduation
skill is embedded throughout the offered
courses and is met by completing the
major. The graduation skills in Speaking
(S) and Writing (W) are embedded within
the core courses — specifically SOC 363,
SOC 485, and SOC 490 — and are met by
completing the major. Consult your
department chair or academic adviser for
requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Concentration in Community Studies
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. Courses required beyond the
core major requirements are: SOC 111,
SOC 381, SOC 399, and one additional
elective. See Garry Hesser for advising and
visit the department website for details.
Concentration in Crime and Deviance
Careers in criminal justice — corrections, federal investigation, probation,
court work, law enforcement and crime
prevention — will be supported by this
concentration in the major. In addition to
the five core major requirements and one
elective, the courses are: Criminology
(SOC 277); three courses from the following four upper division options — Juvenile
Delinquency (SOC 387), Organizational
Deviance (SOC 377), Sociology of Law
(SOC 320), or Social Problems (SOC 390);
one interdisciplinary course — Psychology
and Law (PSY 265) or approved ACTC
elective that meets student interests; and,
an internship in a field related site which
serves as the concentration capstone experience (SOC 399). The total number of
courses for the concentration is 12. Please
see Diane Pike for advising and visit the
department website for details.
Concentration in Law and Society
This concentration is an interdisciplinary concentration that is intended for students who are considering law school and
legal careers such as becoming lawyers or
legal researchers. It emphasizes the development of reasoning and communications
skills as well as courses that address legal
issues. Courses required beyond the core
sociology major requirements include:
Sociology of Law (SOC 320), Sociology of
Organizations (SOC 349), and Internship
(SOC 399), and three courses in related
fields — COM 111, COM 351, and POL
170. See Nancy Fischer for advising and
visit the department website for details.
320 Sociology
Concentration in Organizational
Studies
This concentration is designed for students who plan to work in organizational
settings including corporate, government,
and non-profit sectors. Students will learn
how organizations are structured, function,
and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This
concentration seeks to equip students with
skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career
and professional goals. Courses required
beyond the core major requirements are:
Office Space (SOC 222), Sociology of
Organizations (SOC 349), Organizational
Deviance (SOC377), Field Studies in
Organizations (SOC 410), an Internship
(SOC 399), and three courses in related
fields — BUS 242 or BUS 340; ECO 113;
and one from INS 325, COM 345, or COM
410. See Lars Christiansen for advising and
visit the department website for details.
Concentration in Social Psychology
The intent of the social psychology
concentration is to provide sociology
and/or psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in public relations, law, consulting,
research, social policy, and more. Courses
required beyond the core major requirements are: Social Psychology (SOC 375),
Social Problems Analysis (SOC 390), an
Independent Research in Ethnography
(SOC499), and three courses in
Psychology — Principles of Psychology
(PSY 105), Social Behavior (PSY 325), and
the Advanced Research Seminar (PSY 491).
See James Vela-McConnell for advising and
visit the department website for details.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in
sociology, the student must have a minimum GPA of 3.50 in the major and overall.
In addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.00 GPA in courses counting toward the minor.
Sociology 321
SOCIOLOGY COURSES
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 141
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly?
Can workplaces be functional, or are they inherently conflictual? How does
the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United
States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns.
(Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts
do social movements have on social institutions, the state, culture, and even
personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over
the last two centuries. (SOC 121 and courses on 19th or 20th century U.S.
history recommended, but not required)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
322 Sociology
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and
riots. What are the dynamics underlying different forms of violence? This
course takes violence in its many forms as a topic for sociological analysis.
(Spring of alternate years)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq. for 300 level courses
only: SOC 121 or consent of instructor)
SOC 320
Sociology of Law
How does law in practice differ from law as it is written in the
Constitution/Bill of Rights? Despite the pretense that legal language is neutral,
in practice, the law constructs people in different, unequal ways based on their
class, age, race, gender, and sexuality. We will explore the different ways that
law is practiced, and coursework will involve observing law in practice in local
courts. (Prereq.: SOC 121 or consent of instructor. Fall)
SOC 349
Sociology of Organizations
What is the nature of these modern organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Sociology 323
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course examines individual identity within the social context of
symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring)
SOC 377
Organizational Deviance
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents;
corporate scandals. What are the causes and consequences of organizational
crime and deviance? Case study analysis and the application of sociological
models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349.
Spring of alternate years.)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning
and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent
of instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of
adults? In addressing this question the social construction of deviance and
delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.:
SOC 121 or consent of the instructor. Spring of alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring
of alternate years)
SOC 410
Field Studies in Organizations
In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as
explore the challenges, strategies, and rewards of doing projects as a group.
(Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate
years)
SOC 485
Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
324 Sociology
SOC 490
Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Internships and Independent Study Courses:
SOC 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 299
Directed Study
See description on page 100.
SOC 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring)
SOC 499
Independent Study/Research
See description on page 100. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Languages and Cross-cultural Studies.
THEATRE ARTS—THR
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledge
and principles from many academic and
artistic disciplines, including communication, art, music, history, English, literature,
business, philosophy, and religion. Both
the curriculum and dramatic productions
by the Theatre Arts Department offer valuable cross-disciplinary connections for the
campus while also providing a solid base
in classical, modern, contemporary, and
multicultural theatre.
Augsburg’s location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students), and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students
325
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department encourages a
second major or minor in such fields as
art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Darcey Engen (Chair), Julie Bolton,
Michael Burden (Program Director),
Martha Johnson, Lisa Anderson, David
DeBlieck, Karen Mulhausen, Sandy
Schulte, Warren C. Bowles, Carla Steen,
Adriene Heflin, Michael Hoover, Edward
Lee Bok
DEGREE AND MAJOR REQUIREMENTS.
■ BACHELOR OF ARTS
The Theatre Arts Department currently
has three concentrations within the major:
performance concentration, directing/
dramaturgy and theatre design/technical
theatre concentration. Each concentration
consists of the Theatre Core Curriculum
supplemented by electives specific to each
concentration.
Theatre Arts Major
Performance Concentration
This concentration within the Theatre
curriculum is designed to serve students
hoping to pursue graduate studies in
Theatre (M.A./Ph.D. and M.F.A.) and/or
professional work as a performer. Students
choosing this concentration will enroll in
the eight core theatre major courses taken
by all theatre majors and will supplement
the core with courses identified as concentration specific electives. Students in the
performance concentration are encouraged
to consult with their adviser when select-
326 Theatre Arts
ing electives. Advisers will assist students
in identifying the year and semester elective courses are offered. Students are
strongly encouraged to also complete a
professional Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses — eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Eight core courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction
Two electives from:
THR 226 Movement for the Theatre
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Ten production practicum units (THP)—
See Practicum Units
The theatre arts department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Directing/Dramaturgy Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag.
Students choosing this concentration will
enroll in the eight core theatre major
courses taken by all theatre majors and
will supplement the core with courses
identified as concentration specific electives. Students in the Directing/Dramaturgy
concentration are encouraged to consult
with their adviser when selecting electives.
Advisors will assist students in identifying
the year and semester elective courses are
offered. Students are also required to complete a THR 399 Internship at a local Twin
Cities theatre.
To fulfill this concentration:
Ten THR courses-eight required core
courses and two electives chosen from two
categories of courses Plus 10 theatre
practicum units taken as THP.
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 250 Script Analysis: Foundations of
Theatre
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Electives:
Select and complete one (1) of the following courses
ENG 330 Shakespeare
Theatre Arts 327
ENG 338 Readings in British and
Commonwealth Drama
ENG 358 Readings in American Drama
ENG 368 Readings in World Drama
NAS 352 Modern Nordic Drama
encouraged to also take an Independent
Study in their area of focus and to do a
professional internship at a local Twin
Cities theatre.
Select and complete one (1) of the following courses
THR/ENG 325 Playwriting
ENG 221 Expository Writing about the
Arts and Popular Culture
Ten THR courses-eight required core
courses and
Two electives chosen from ART electives,
Plus 10 theatre practicum units taken as
THP.
Required Internship:
THR 399 Internship—Off Campus
Eight Core Courses:
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 250 Script Analysis: Foundations of
Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
II
THR 366 Stage Direction
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one Main-Stage Show
Ten Practicum Units (THP) See Practicum
Units
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Technical Design/Technology
Concentration
This concentration within the theatre
curriculum is designed to serve students
hoping to pursue graduate studies and/or
professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre
major classes taken by all theatre majors
and will supplement the core with at least
two electives from the Art Department.
Students in the emphasis are strongly
To fulfill this concentration:
Two Electives from:
ART 107 Drawing
or
THR/ART 265 Computer Drafting
ART 240 Art History Survey
or
ART 243 or 244 History of Architecture
Required Internship:
THR 199 Internship—Off Campus
The Theatre Arts Department addresses
the Graduation Skills using the embedded
model. Every course within the core curriculum and most electives as part of a specific concentration require various projects
that address Critical Thinking, Writing,
and Speaking. Consult your department
chair or academic adviser for requirements
for meeting the Quantitative Reasoning
(QR) graduation skill.
328 Theatre Arts
Transfer students must consult an
adviser about potential adjustments to
their course requirements to fulfill each of
these skills.
Ten Production Practicum Units (THP) See
Practicum Units
The following courses are strongly recommended:
THR 228 Directed Study
ART 340 Digital Imaging
THR 339 Internship
THR 499 Independent Study
Theatre Practicum Units (THP)
All theatre arts majors in either concentration are required to complete 10
practicum units (THP) from three established areas.
Area 1 Performance
Each major will complete between one and
five THPs from this area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2 Production
Each major will complete between four
and eight THPs from this area.
The Production Area THPs are:
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes
Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage
Manager
THP 116, 126 or 136 Stage Manager
Area 3 Artistic/Production Management
Each major will complete one THP from
this area.
The Production Area THPs are:
THP 117 Fall Artistic/Production
Assistance
THP 127 Winter Artistic/Production
Assistance
THP 137 Spring Artistic/Production
Assistance
Please note that all theatre practicum
courses count as one theatre practicum
unit except for the following because of
exceptional time requirements:
THP 115, THP 125 and THP 135 Assistant
Stage Manager counts as two units
THP 116 ,THP 126 and THP 136 Stage
Manager counts as three units.
Curricular Planning Information: The following courses are encouraged, but not
required:
THR/MUS 235 Skills of Music Theatre
THR/ENL 325 Playwriting
THR 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 is recommended to fulfill one of
the lifetime sports requirements.
Students may take a maximum of 13
credits in the major.
First-years planning to major in theatre
arts should begin with courses THR 228,
232, or 250; sophomores: THR 226, 228,
245, 361, 362; juniors: THR 325, 328, 350,
360, 361, or 365; seniors THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should
meet in the fall of first year with a theatre
adviser to ensure proper sequence of classes to be taken based on odd or even year of
entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
Theatre Arts 329
a 3.75 GPA in the major and a 3.50 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser early spring semester of their
junior year to develop a proposal for the
honors project.
Transfer Students
Transfer students should meet with a
transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The
majority of core classes should however be
taken at Augsburg. Additionally transfers
are required to take a minimum of three
upper division theatre arts courses. Ten
practicum units are also required, five of
which need to be completed within the
department. Transfers must also complete a
minimum of five THP credits within the
department. No more than five units can
be credits from others schools.
Theatre Arts Minor
Five courses including:
THR 250 Script Analysis: Foundations of
Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 362 Theatre History Criticism II
THR 366 Stage Direction
The theatre arts minors also must complete
five practicum units. Students must take a
minimum of one performance unit and a
minimum of three production units. Refer
to the practicum categories listed below
the curriculum concentrations.
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 250 Script Analysis: Foundations of
Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism II
A directed studies course in dramaturgy or
theatre criticism or theatre history
THEATRE ARTS COURSES.
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and composition. Each
class includes a rigorous, physical warm-up, mixing yoga, conditioning, and
modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of
THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting and
storytelling with an emphasis on active participation, creation of an original
330 Theatre Arts
performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at
theatre productions required.
THR/FLM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and
focuses on the appreciation and value of theatre in society. Focus on historical
periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major.
THR 226
Movement for the Theatre
A study of the principles of movement used in the art of acting. Students will
improve their use of energy, concentration, balance, control, clarity, timing and
spontaneity through practical exercises. This course uses established theory
and techniques in neutral mask, Asian martial arts, and physical and vocal
characterization exercises. Students will examine various performance paradigms and see professional productions.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts,
and creative processes. Students will execute practical projects, attend theatre
tours, see professional productions, and participate on the theatre department’s
fall production. Open to all students. Forty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the
stage, film, and faux application. Through a series of foundational painting
projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays
in artistry of theatre and film.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama, culminating in public performance. Students attend
and review local professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student’s basic skills of music theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
Theatre Arts 331
research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. Attendance at local
theatre productions required.
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as
a way of interpreting a dramatic script for academic and artistic applications.
Close readings of plays from each genre (comic, tragic, realistic, absurd and
post-modernism) will enable students to learn and apply basic terminology for
literary and artistic processes.
THR/ART 265 Computer Drafting for the Stage and Architecture
Computer Drafting for the Stage and Architecture is an introduction to using
AutoCAD LT for drafting on the computer. Students will learn how to use
basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture.
THR 270
Black Theatre
Introduction to Black Theatre is an examination of the principles, major
movements, and fundamentals of theatre by and about Black Americans. It
examines the historical, political, and cultural context of Black Theater. This
course will focus on and provide an overview of Black Theatre utilizing plays
written by Black American playwrights.
THR/FLM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds
the study of color photography and sound design. Though exercises and
assignments the student will develop skills in scripting, shooting, and editing
short films. (Prereq.: COM/THR 216)
THR 325
Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or
HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute
four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two
Augsburg College productions. Forty-hour lab required, materials needed.
(Prereq.: THR 228, junior or senior status)
332 Theatre Arts
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. This course will use established exercises and theories in
several methodologies of vocal training. Theory and practice are combined in
oral projects, reports and papers, voice tapes, and individual coaching.
(Alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of narrative verse and dialogue forms of
drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a
research paper, and attendance at local theatre productions are required. Need
not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON
111. Fall: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 361. (Spring: alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from
the classics (Shakespeare, French neoclassicism, restoration comedy, realism,
and non-realism), culminating in a public recital. (Prereq: THR 250 and THR
232 and 362 or consent of instructor. Fall/Spring)
THR 366
Stage Direction
The goal of the course is to understand and master basic principles and skills
of stage direction: directing concepts, stage techniques, terminologies, script
analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also
examined. (Prereq.: THR 362, or consent of instructor)
THR/FLM 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241
and junior/senior standing)
Theatre Arts 333
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 299
Directed Study
See description on page 100.
THR 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
THR 499
Independent Study/Research
See description on page 100.
THEATRE PRACTICUM COURSES.
THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre
arts major/minor. All THP theatre
practicum courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
THP courses require:
• Consent of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester
when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one
THP 123 unit in costumes.
• All majors will complete one THP 113 in
lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards
practicum.
• Work-study hours do not count towards
practicum.
• Completion of THP 115 and 116 count
as two and three practicum units respectively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
• Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Five practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
334 Theatre Arts
THEATRE PRACTICUM COURSES.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for dance/licensure
majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition).
Area Two: Production
THP 112/122/132 Theatre Practicum: House Management
1 Practicum unit (.0 course)
Substantial participation (30 hour minimum) in house management, ushering,
or box office.
THP 113/123/133 Theatre Practicum: Set, Costumes, Lights
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
THP 115/125/135 Theatre Practicum: Assistant Stage Management
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management
3 Practicum units (.0 course)
Stage management for main stage production.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project.
URBAN STUDIES
See Metro-Urban Studies.
WOMEN’S STUDIES—WST
T
he women’s studies program provides students with the opportunity to
examine critically women’s contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The
women’s studies program offers both a
major and a minor, and provides students
with academic preparation for careers in
human services, education, and social
work as well as graduate study.
Women’s Studies Faculty
Jessica Nathanson (Coordinator), Kristin
M. Anderson, Stephanie Barnes, Janelle
Bussert, Cass Dalglish, Jacqueline deVries,
Grace B. Dyrud, Darcey Engen, Nancy
Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara
Lehmann, Lynne Lorenzen, Mary Lowe,
Anita Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg,
Timothy Pippert, Judy Shevelev, Beverly J.
Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama
DEGREE AND MAJOR REQUIREMENTS.
Major
Ten courses that must include WST 201
Foundations in Women’s Studies, a midlevel course in feminist theory or feminist
philosophy selected from an approved list,
WST 495 (seminar), and WST 199 or WST
399 (internships).
The remaining six electives are to be
selected from approved women’s studies
courses, and should include at least two
courses in the social sciences, two in the
humanities, and one with a racial, ethnic,
or global emphasis. At least three courses
must be upper division courses. Students
may take courses at any of the colleges
participating in the Women’s Studies program. However, at least three courses must
be completed at Augsburg. The writing
component of the graduation skills
requirements for the Women’s Studies
major must also be completed at Augsburg.
Each student’s program must have the
written approval of the Women’s Studies
program coordinator. Both majors and
minors are encouraged to participate in
one of the gender-focused semester study
abroad programs offered through
Augsburg’s Center for Global Education.
Two programs have been pre-approved for
Women’s Studies credit: Crossing Borders:
Gender and Social Change in Mesoamerica
(offered fall semester) and Migration and
Globalization: Engaging Our Communities
(offered spring semester).
The Critical Thinking graduation skill
is embedded at all levels and is met by
completing the major. The Speaking and
Writing graduation skills are also embedded at all levels, with particular emphasis
in the following:
Speaking: WST 201, WST 305, and WST
495
Writing: ENL 365, ENL 367, WST 495,
and REL 441
Consult your department chair or academic advisor for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these
skills.
335
336 Women’s Studies
Minor
Transfer Students
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student’s program must have the written
approval of the Women’s Studies program
coordinator.
Students who transfer to Augsburg
College and wish to complete a major or
minor in women’s studies are urged to consult with the director of Women’s Studies
immediately upon transfer.
The Women’s Studies program has an
articulation agreement with Century
College that governs Century College students with a Women’s Studies certificate
who transfer to Augsburg. Transfers from
other colleges and universities must consult with the director of Women’s Studies
for approval of courses for the major or
minor.
WOMEN’S STUDIES COURSES.
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women’s perspectives. Students will also study the diversity of women’s
experiences in terms of race, sexual orientation, and class.
WST 281
Topics in Women’s Studies
WST 305
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual orientation in the contemporary
U.S. culture including various disciplinary perspectives and theory. The course
may include guest speakers, a service-learning component at local
glbt/supporting agencies, and some travel and experiences in the Twin Cities,
as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields
(history, sociology, psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
WST 315
Mid-Level Feminist Theory
This multidisciplinary and multicultural feminist theory course focuses on the
global voices often marginalized by the feminist canon. A variety of texts —
including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and
multiple feminisms.
Women’s Studies 337
WST 341
Globalization, Social Struggles and the Environment
(CGE Course. See International Studies, Social Justice, Gender and the
Environment)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
(CGE Course. See International Studies, Sustainable Development and Social
Change (Guatemala, El Salvador, Nicaragua))
WST 357
Mexican History, Culture and Cosmovision
(CGE course. See International Studies, Social Justice, Gender and the
Environment)
WST 359
Women, Gender and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan
Africa
This broad-based 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. (Augsburg Abroad course,
Summer)
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 481
Topics in Women’s Studies
WST 495
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies
the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester.
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 320
American Indian Women
(See American Indian Studies for course description.)
AIS 490
Keystone Indigenous Issues of Central America
(See American Indian Studies for course description.)
338 Women’s Studies
Internships and Independent Study Courses (Must be approved in writing by the women’s studies
coordinator):
WST 199
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 299
Directed Study
See description on page 100.
WST 399
Internship
See descriptions for this and other internship options (on-campus, off-campus,
half credit) on page 99.
WST 499
Independent Study/Research
See description on page 100.
See department listings for descriptions of the following approved electives:
AIS 208/408 Native American Women and Film
ART 352
Women and Art
ENL 365
Contemporary Post Colonial Fiction
ENL 367
Women and Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and
Women’s Grassroots Movements in Latin America
HIS 282
History of Women Since 1850
HPE 316
Human Sexuality
POL 124
American Women and Politics
REL 441
Feminism and Christianity
SOC 231
Family Systems
SOC 265
Race, Class, and Gender
SOC 295
Sociology of Sexuality
YOUTH
AND
See listing under Religion.
FAMILY MINISTRY
College Information
Board of Regents – 340
ELCA Program Unit for Vocation
and Education – 341
Faculty and Administration – 342
Officers – 342
Administration – 342
Faculty – 345
Faculty Emeriti – 366
Campus Maps – 369, 370
340
BOARD
OF
REGENTS
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Andra Adolfson (2011)
Director of Business Development,
Adolfson and Peterson Construction,
Minneapolis, MN
*Rolf Jacobson (2011)
Associate Professor, Luther Seminary,
St. Paul, MN
*Dan W. Anderson ’65 (2009)
President, Swenson Anderson Financial
Group, Minneapolis, MN
*Ruth E. Johnson ’74 (2011)
Consultant, Department of Internal
Medicine, Mayo Clinic & Mayo Medical
School, Rochester, MN
*Gary E. Benson ’70 (2008)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
Dean Kennedy ’75 (2009)
President, Texacoma Oil & Gas
Corporation, Dallas, TX
*Jackie Cherryhomes ’76 (2010)
Government Relations Consultant,
Cherryhomes-Tyler LLC, Minneapolis, MN
Dean C. Kopperud (2009)
Consultant, Private Practice, Minneapolis,
MN
Michael O. Freeman (2012)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*André J. Lewis (2010)
Vice President and Director, Community
Affairs and Diversity, RBC Dain Rauscher
Minneapolis, MN
*Anthony Genia ’85 (2008)
Emergency Dept. Physician, Fairview
University Medical Center, Minneapolis,
MN
*Michael R. Good ’71 (2013)
President and Chief Operating Officer,
Sotheby’s International Realty, Parsippany,
NJ
Jennifer H. Martin (2013)
Senior Vice President, Corporate
Administration, Thrivent Financial for
Lutherans, Minneapolis, MN
Marie O. McNeff (2009)
Professor Emeritus and Dean (retired),
Augsburg College, Minneapolis, MN
*H. Theodore Grindal ’76 (2008)
Attorney/Partner, Lockridge Grindal Nauen
P.L.L.P., Minneapolis, MN
*Paul S. Mueller ’84 (2009)
Internal Medicine Consultant, Mayo
Clinic, Rochester, MN
Norman R. Hagfors (2009)
Founder & President (retired), Norsen,
Inc., North Oaks, MN
*Ronald G. Nelson ’68 (2008)
Retired, Mendota Heights, MN
Jodi Harpstead (2009)
Chief Advancement Officer, Lutheran
Social Service of Minnesota, St. Paul, MN
*Richard J. Hartnack (2010)
Vice Chairman of Consumer Banking, U.S.
Bancorp, Minneapolis, MN
*Beverly Oren ’55 (2008)
Retired, Roseville, MN
Board of Regents 341
Paul C. Pribbenow, Ex Officio
President, Augsburg College, Minneapolis,
MN
Rev. Peter Rogness (2008), Ex Officio
Bishop, St. Paul Area Synod, ELCA, St.
Paul, MN
*Stephen Sheppard (2011)
CEO, Winds of Peace Foundation,
Decorah, IA
*Philip Styrlund ’79 (2012)
President, The Summit Group, Apple
Valley, MN
*P. Dawn Taylor ’78 (2008)
Chief Operating Officer, Silver Glade
Properties LLC, Des Moines, IA
ELCA PROGRAM UNIT
EDUCATION
Executive Director
The Rev. Dr. Stanley N. Olson
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Ms. Marilyn Olson
Emily Anne Tuttle (2009)
Retired, Wayzata, MN
Rev. Harold Usgaard (2008), Ex Officio
Bishop, Southeastern Minnesota Synod,
ELCA, Rochester, MN
*Joan L. Volz ’68 (2011)
Lawyer, Private Practice, Welch, MN
*Norman W. Wahl, ’76 (2010)
Executive Pastor, Bethel Lutheran,
Rochester, MN
*Bonnie Wallace (2011)
Scholarship Director, Fond du Lac
Scholarship Program, Cloquet, MN
FOR
VOCATION
AND
342
AUGSBURG COLLEGE FACULTY
ADMINISTRATION
AND
Beginning year of service of faculty and staff is indicated with parenthesis.
Officers of the College
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of
Chicago.
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of Saint
Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and
Special Assistant to the President. Professor of Business Administration. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and
Administration. B.B.A., University of Wisconsin-Eau Claire.
Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg
College.
Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin –
Milwaukee; M.S.W., Washington University; J.D., Saint Louis University.
Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown
College; M.A., Saint Mary’s University.
Administration
Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota.
Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University –
Moorhead; M.A., Augsburg College.
David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A.,
North Dakota State University.
Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University
of Wisconsin – Superior.
Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead.
Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of
Minnesota.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College;
M.T.A., George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
Augsburg College Administration 343
James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W.,
University of Minnesota – Duluth.
Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of
Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A.,
Hamline University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A.,
University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University;
M.A., Ohio State University; A.B.D., Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead;
M.B.A., University of St. Thomas.
Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College.
Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin –
Eau Claire.
Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of
Tennessee.
Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College;
B.S., Winona State University; M.Ed., Hamline University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon.
Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg
College; M.S., Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate
Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D.
University of Minnesota.
Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of
Wisconsin.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
344 Augsburg College Administration
Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota.
Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Jessica Nathanson (2007). Director, Women’s Resource Center.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A.,
The American University; M.A., Indiana University.
Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College;
M.A., University of Minnesota.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College.
Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business
Administration. B.S.B., M.Ed., Ph.D., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana
University; M.A., Ph.D., Purdue University.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State
University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A.
Saint Mary’s University.
Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College.
Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University
St. Davids; M.Div., Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A.,
Moorhead State University; Ed.M., Rutgers University.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of
Minnesota; M.A., Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg
College; M.A., University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A.,
Minneapolis College of Art and Design.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury
Theological Seminary; Ed.D., Pepperdine University.
Augsburg College Faculty 345
Faculty
A
Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College;
M.B.A., Ed.D., University of St. Thomas.
John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., North Dakota State University.
Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for
Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A.,
Missouri State University – Warrensburg; Ph.D. Saugor University, India.
Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and
D.Pharm., University of Minnesota.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S.,
M.S., Winona State University.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A.,
Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of
Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York
University; M.S., Northeastern University; M.B.A., Boston University.
Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A.,
Simpson College; M.S., Mankato State University.
Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil
Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S.,
M.B.A., Northwestern University.
Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global
Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
B
Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University.
Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education.
B.A., Universidad Centroamericana; M.A., Tufts University.
346 Augsburg College Faculty
Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of
Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa
University; M.S., Minnesota State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A.,
University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A.,
University of Minnesota.
David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of
California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of
California-San Diego.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State
University-Mankato; M.A., Augsburg College.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program.
B.C.E., M.S., Ph.D., University of Minnesota.
Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St.
Cloud State University.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College;
M.S., Ph.D., Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas;
M.A., University of Virginia; Ph.D., University of Minnesota.
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician
Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State
University.
Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota.
Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of
Minnesota; B.S., South Dakota State University.
Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm.,
University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Augsburg College Faculty 347
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A.,
University of Minnesota.
Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of
Minnesota; Ph.D., Purdue University.
Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div.,
Fuller Theological Seminary; Ph.D., Luther Seminary.
Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International
University; Ph.D., Iowa State University.
Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina
School of the Arts; Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College;
M.Ed., St. Mary’s University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. B.S., Bemidji State University; M.Ed., University of
Sydney, Australia.
Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A.,
Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical
Director). B.A., Augsburg College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University;
M.S., Mankato State University.
Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona
College; M.B.A., University of St. Thomas.
Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A.,
Luther College; M.Div., Yale University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University;
M.S., Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees,
University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of
Dallas; M.A., New York University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills
Adviser. B.A., University of Minnesota; M.A., Hamline University.
348 Augsburg College Faculty
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S.,
Ph.D., North Dakota State University.
Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A.,
Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest
Texas State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University;
M.S.W., University of Minnesota.
Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota;
M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant
Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D.,
St. Mary’s University of Minnesota.
David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.B.A., University of St. Thomas.
Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago,
New Zealand.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of
Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson.
D
David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A.,
University of Wisconsin-Madison.
Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail
School of Music.
Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica.
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
M.F.A., Vermont College; Ph.D., The Union Institute.
Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education.
B.F.A., Washington University; M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Augsburg College Faculty 349
Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education.
B.A., University of the North, South Africa; M.S., Mankato State University.
David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College;
M.F.A., University of Hawaii-Manoa.
Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State
University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of
Nebraska.
Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College;
M.A., Ph.D., University of Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.D., University of Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M.,
The Mannes College of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A.,
Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A.,
University of Iowa.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College;
M.A., Ph.D., University of Minnesota.
Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State
College; M.S., Ph.D., West Virginia University.
Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois
University; M.S., University of South Dakota – Vermillion; Ph.D., University of
Nebraska – Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A.,
University of Minnesota; M.F.A., Syracuse University.
R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia
University; J.D., University of Iowa; M.B.A., University of Missouri.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
350 Augsburg College Faculty
Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College;
M.F.A., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of
Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of
Illinois – Chicago.
Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus
College; M.S., University of Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas;
M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central
Michigan University; M.M., University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the
College. Associate Professor of Business Administration. B.A., College of St.
Benedict; M.B.A., Ph.D., University of Minnesota.
Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S.,
M.S., Mankato State University.
Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University.
Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A.,
The American University; Ph.D., State University of New York – Albany.
Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., State University of New York at Stony Brook.
Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas
College.
Augsburg College Faculty 351
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.P.A., University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana.
R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar
College; M.B.A., New York University.
Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St.
Thomas; M.S., Ph.D., The Pennsylvania State University.
Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern
Michigan University; M.A., Middlebury College; M.A., Hamline University.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State
University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict;
three M.A.s, University of St. Thomas; M.S.W., Augsburg College.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The
University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of
Minnesota; M.A., College of St. Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages.
B.S., M.Ed., University of Minnesota.
352 Augsburg College Faculty
Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester
Program. B.S., M.S., Winona State University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa;
M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia
College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
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Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A.,
University of Chicago; Ph.D., University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg
College; M.A., University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of
Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College,
Moorhead; M.P.H., M.S., University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota;
Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington
University; M.F.A., Yale University.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg
College; M.A., University of St. Thomas.
Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.A., University of St. Thomas.
Augsburg College Faculty 353
Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University;
M.F.A., Illinois State University.
Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A.,
University of St. Thomas.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M.,
Indiana University.
Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College.
Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College;
M.M., Eastman School of Music.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of
Wisconsin-River Falls.
I
Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A.,
University of Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin,
LaCrosse; M.A., University of Nebraska.
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Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England
Conservatory of Music; M.M., University of Minnesota.
Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration.
Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College;
M.Div., Luther Seminary; A.B.D. Union-PSCE.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A., Ed.D., Hamline University.
Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North
Dakota State University; M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of Minnesota.
Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A.,
Metropolitan State University; M.A., Ed.D., University of St. Thomas.
354 Augsburg College Faculty
Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of
Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St.
Thomas.
William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A.,
University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of
Wisconsin-Madison.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State
University.
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Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A.,
University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M.,
Harvard Graduate School of Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin,
Eau Claire; M.Ed., Bethel College.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South
Dakota State University.
Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato
State University; M.B.A., University of St. Thomas.
Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College;
M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D.,
University of Minnesota.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College;
M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota; Ph.D., Eastman School of Music.
Augsburg College Faculty 355
Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State
University; M.Ed., College of St. Catherine.
Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester
Community College; B.S.N., Augsburg College; M.A., College of St. Catherine.
Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College,
Moorhead; M.S., A.B.D., University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University
of St. Thomas.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther Seminary.
Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A.,
Ph.D., State University of New York-Albany.
Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg
College; M.A., Middlebury College; J.D., University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota
State University; M.A., Hamline University.
Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian
University; M.A., University of Arkansas; Ph.D., Texas Christian University.
James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona
State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
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Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State
University; M.A., University of Michigan; M.B.A., University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of
Florida; M.Ed., University of Minnesota.
Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and
Mary; M.A., Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester
College; M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership.
B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia
University.
Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of
Minnesota.
Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S.,
Valparaiso University; M.B.A., Ph.D., Indiana University.
Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of
Minnesota; M.F.A., Brown University.
Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
356 Augsburg College Faculty
Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University
of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of
Graduate Studies. Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M.,
DePauw University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont
Graduate School.
Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of
Minnesota.
Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A.,
Augsburg College; M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University;
M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological
Union.
Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed.,
University of Minnesota.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A.,
University of Nebraska; E.D., University of St. Thomas.
Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of
Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin,
Superior; M.Div, Luther Seminary.
Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for
Global Education. B.A., Earlham College; M.Div., Yale University.
Augsburg College Faculty 357
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Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University,
River Forest, IL; M.A., University of Minnesota.
Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A.,
University of Wisconsin-Madison; ABD, University of Minnesota.
Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership
Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D.,
University of St. Thomas.
Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University;
Ph.D., University of Minnesota.
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S.,
Purdue University; M.S., Colorado State University; Ph.D., Utah State University.
Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota;
M.A., University of St. Thomas.
Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M.,
Cleveland Institute of Music Conservatory.
M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A.,
Cleveland Institute of Art; M.A., Ph.D., University of Arizona.
C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., Ph.D., University of Minnesota.
John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College,
Moorhead; M.Div., Luther-Northwestern Seminary.
Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther
College; M.A., University of Minesota; M.S., Massachusetts Institute of
Technology.
David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute
of Technology; M.S., Ph.D., University of Minnesota.
Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global
Education. B.A., George Mason University; Ed.M., Harvard University.
James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University
of Wisconsin-Madison; Ph.D., Western Michigan University.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology.
B.S., M.S., Ph.D., University of Oklahoma.
Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music.
B.A., Luther College; M.A., University of Minnesota.
Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of
Iowa.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul
University; M.B.A., Harvard University; D.B.A., Argosy University.
358 Augsburg College Faculty
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota;
M.Div., Luther Seminary.
Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian
Institute of Technology; M.B.A., University of Minnesota; M.S., University of
Chicago.
Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of
Music; M.M., University of Northern Iowa.
Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College;
B.S., M.A., Augsburg College.
Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S.,
University of Wisconsin, Madison.
Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College;
M.A., University of Minnesota.
April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine.
Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of
Minnesota; M.S.W., Augsburg College.
Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College;
B.A., University of Minnesota.
Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota;
M.A., Luther-Northwestern Seminary.
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Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A.
degrees, Ogongo Agricultural College and United Lutheran Theological Seminary;
M.A., Trinity Lutheran Seminary; Ph.D., Natal University.
Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A.,
Wesleyan University; M.A., Ph.D., State University of New York-Buffalo.
Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S.,
University of North Dakota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician
Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary;
M.D., University of Minnesota.
Augsburg College Faculty 359
Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program.
B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch.,
University of Wisconsin-Milwaukee.
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James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and
Design; M.A., Syracuse University; M.F.A., Hartford University.
Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W.,
University of Iowa.
Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community
College; B.S., Bethel College; M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State
University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University
of Minnesota; M.B.A., Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A.,
Augsburg College.
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Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed.,
University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College;
B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S.,
University of Minnesota; M.A., San Francisco State University; J.D., University of
California.
Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed.,
University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of
Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College [now part of University of San
Francisco].
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
360 Augsburg College Faculty
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College;
M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota;
M.Ed., Southeastern Louisiana University.
Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New
Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D.,
University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State
University; M.Ed., St Mary’s University.
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Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Theological Seminary.
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O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A.,
University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas;
M.F.A., University of Arkansas.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of
Wisconsin-Eau Claire; M.B.A., University of St. Thomas.
Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of
California-Irvine; M.Ed., University of Minnesota.
Augsburg College Faculty 361
Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., University of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate
Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University;
M.S.W., University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University.
Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair
State University.
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Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of
Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of
Wisconsin-LaCrosse; D.B.A., U.S. International University.
Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A.,
University of New Orleans; Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts.
B.A., M.A., M.F.A, University of Minnesota.
David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of
Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota.
Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A.,
United Theological Seminary of the Twin Cities.
Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of
San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University.
Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College,
Moorhead; M.Ed., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian
University; Ph.D., University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus
Adolphus College; M.S., University of Wisconsin-River Falls.
Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University
of Iowa.
Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s
College; Ph.D., University of Minnesota.
362 Augsburg College Faculty
Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education.
B.A., University of California, Davis; M.A., Columbia University.
John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas;
M.A., Ph.D., University of Wisconsin.
Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S.,
Wright College; B.S., University of the State of New York-Albany; M.A., Webster
University; D.B.A., U.S. International University.
Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College;
M.A., Saint Mary’s College.
Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University;
M.A., University of Illinois.
Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith
College; M.A., University of Minnesota.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State
University.
Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., Hamline University.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A.,
Ph.D., Northwestern University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota;
M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern
University; M.B.A., Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A.,
Columbia University.
John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island
University.
Augsburg College Faculty 363
Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S.,
Winona State University.
Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota,
Morris; Ph.D., University of Washington.
Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S.,
Southwest Missouri State University; M.B.A., Metropolitan State University.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A.,
D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S.,
North Dakota State University; M.S., University of Wisconsin-LaCrosse.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout;
M.F.A., Minneapolis College of Art and Design.
Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University;
M.S.W., Ph.D., University of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S.,
University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University
of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore;
M.S.W., University of Pennsylvania; Ph.D., University of Minnesota.
Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University;
M.F.A., University of Minnesota.
Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education.
B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of
Iowa.
Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of
Minnesota; M.S.W., Fordham University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A.,
Yale University; M.F.A., San Francisco Art Institute.
David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A.,
St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University.
Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A.,
Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College;
M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester
Institute of Technology; M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A.,
Luther College; M.Div., Yale University; Th.D., Luther Seminary.
364 Augsburg College Faculty
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education.
B.A., Francisco Marroquin University; M.Div., St. Paul Seminary.
Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern
University; M.B.A., University of St. Thomas.
U-V
Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of
Minnesota; M.S.E., University of Wisconsin-River Falls.
Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community
College; B.S.N., Winona State University; M.A., Augsburg College.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S.,
University of Minnesota; Ph.D., Iowa State University.
Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College;
M.A., Pepperdine University.
David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State
University.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of
Nairobi, Kenya; Ph.D., University of Minnesota.
Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A.,
Luther College; M.A., Ph.D., University of Kansas.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D.,
University of Pittsburgh.
Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of
Denver; B.S., M.A., Minnesota State University-Mankato.
Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University
of Minnesota; M.A.L., Augsburg College.
Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia
Community College; B.S., South Dakota School of Mines and Technology; M.S.,
M.A., Ph.D., University of Minnesota.
Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University;
M.S.W., Augsburg College.
Augsburg College Faculty 365
Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of
Queensland, Australia; Ph.D., Luther Seminary.
Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of
St. Thomas; M.B.A., University of St. Thomas.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College;
M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline
University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of
Minnesota.
Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California,
San Diego; M.Div., Ph.D., Luther Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of
Minnesota.
Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College,
Moorhead; M.A., University of North Dakota.
Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of
St. Thomas; M.B.A., University of Minnesota.
Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University
of Wisconsin-Eau Claire; M.B.A., Winona State University.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
X-Y-Z
John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University.
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director,
M.B.A. Program. B.A., Shimer College; M.S., University of Utah.
John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University;
M.A., Ph.D., University of Utah.
366
FACULTY EMERITI
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S.,
Michigan State University; Ph.D., Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Faculty Emeriti 367
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A.,
University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A.,
Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana
College; M.A., University of South Dakota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
368 Faculty Emeriti
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two
M.S. degrees; Ph.D., University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
CAMPUS MAP
369
6th Street S.
Ri
I
6
12
1
8
22
E
9
14
D
C
A
24
23
M
Av
J
16
S.
7th Street S.
K
15
7 1/2 Street S.
e.
25
28
27
13
10
3
L
4
B
Butler Place
B
ce
tran
t En
Wes
I-94
Interstate 94 West
Interstate 94 East
COLLEGE MAP INFORMATION
1. Center for Counseling and Health
Promotion
2. Augsburg for Adults Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. Barnes & Noble at Augsburg College
7. Foss, Lobeck, Miles, Center for
Worship, Drama and Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communication
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther Hall
25th Ave. S.
11
5
ide
23rd Ave. S.
19
C
17
21
C
20
26
22nd Ave. S.
18
rs
7
7th Street S.
F
ve
24th Ave. S.
2
21st Ave. S.
20th Ave. S.
G
29
H
Riv
ers
ide
/25
th A
ve.
Ex
Disability access
it
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety Communications Center
24. Shipping and Receiving
25. Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C. Commuter Parking
D. Faculty/Staff/Commuter/Resident Parking
E. Resident Parking
F. Resident Parking
G. Faculty/Staff Parking
J. Faculty/Staff Parking
K. Commuter Parking
L. Faculty/Staff/Commuter Parking
M. U of M, Fairview Parking Ramp
2/2008
370
CAMPUS LOCATION
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the North—
Take Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 22nd Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-94 East from Minneapolis—
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 22nd Avenue South.
PUBLIC TRANSPORTATION
I-94 West from St. Paul—
Take Riverside exit, turn right at Riverside
Avenue, turn left at 22nd Avenue South.
I-35W from the South—
Follow the I-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 22nd Avenue South.
Augsburg College is located near two
Metro Transit Light Rail stations: the
Cedar-Riverside station and the Franklin
Avenue station. In addition to light rail,
four Metro Transit bus lines keep Augsburg
easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more
information about Metro Transit schedules
and routes, call 612-373-3333 or go online
to <www.metrotransit.org>.
Index
Augsburg College, as affirmed in
its mission, does not discriminate
on the basis of race, color, creed,
religion, national or ethnic
origin, age, gender, sexual
orientation, marital status, status
with regard to public assistance,
or disability in its education
policies, admissions policies,
scholarship and loan programs,
athletic and/or school
administered programs, except
in those instances where religion
is a bona fide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodations to
its employees and its students.
372
INDEX
A
B
About Augsburg 10, 19
Academic Advising 41
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Excellence Scholarships 33
Academic Information 53
Academic Internships 69, 99
Academic Policies and Procedures 73
Academic Progress, Probation and
Dismissal 93
Academic Skills Office 42
Access Center 44
Accessibility 19
Accounting 127-130
Accreditation and Memberships 11, 18, 19
Achievement Scholarships 34
Admissions 15, 21-25
Administrative Officers of the College 340
Advanced Placement Program Test (AP) 91
Advanced Transfer Students 79, 82
African American Student Services (see
Pan-Afrikan Student Services) 47
American Indian Studies 100-104
American Indian Student Services 46
American Sign Language 235
Anderson Hall 15, 50
Anne Pederson Women’s Resource Center
40
Application Procedures 22-23, 32
Applied Economics 163
Architecture Minor 106
Art 104-111
Art and Architectural History 109-111
Art History 105
Asian American Student Services (see Pan
Asian Student Services) 46
Assessment of Previous Learning (APL)
Program 91-92
Associate in Ministry 309
Associated Colleges of the Twin Cities
(ACTC) 10, 60, 62
Associated Support Organizations 17
Athletic Affiliation 19
Athletics and Sports 41
Audit Fee 28, 29
Auditing Courses 90
Augsburg Abroad 63-68
Augsburg Core Curriculum 81-88, 112-114
Augsburg Experience 84-85
Augsburg First Year 84
Augsburg for Adults 13-14
Augsburg Seminar 84, 112
Augsburg Signature Curriculum 81-85, 112
Bachelor of Science (Liberal Arts
requirement modifications) 88
Beta Beta Beta 117
Biology 114-119
Board of Regents 340-341
Business (Master of Business
Administration) 71
Business Administration 120-137
Business Administration and
Economics Major 124, 163
Business Administration (Music Business
Specialization) 123, 256-257
Business Management Certificate 121
C
Calendar 4-7, 54-55
Campus Kitchen 69
Campus Location 14-15, 19, 369-370
Campus Map 369-370
Campus Ministry 38
Campus Tours 22
Canadian Program 72
Career Services 69-70
Center for Global Education 65-68, 221-233
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning
68-69
Certificates 71 (MBA), 106, 121, 254, 260261
Change of Program 75
Chemistry 138-143
Chinese 235
Chapel 15, 38
Choir 269
Christensen Center 15, 40
Class Schedule 98
Classification (Class Year) 90
Clinical Laboratory Science 144-149
Coaching Certification 200
College Costs 2008-09 Day 28-29,
WEC 29
College Level Examination Program
(CLEP) 91
College of the Third Age 14, 15, 17, 72
Commencement 94
Commons 51
Communication Studies 149-156
Communication Arts/Literature Teacher
Licensure 60, 151, 183-184
Community Service-Learning 68-69
Community Studies Concentration
(Sociology) 319
Computational Economics 158-159
Index 373
Computational Philosophy 159, 278
Computer Science 157-161
Concert Band 269
Connections Courses 112-113
Continuing Education Program 72
Cooper’s Coffee Shop 51
Core Curriculum 81, 84-88
Costs 28-30
Counseling 48
Counseling and Health Promotion 15, 48
Course Descriptions 97-338
Course Numbers 98
Credits 98
Crime and Deviance Concentration
(Sociology) 319
Crossover Registration 74-75
D
Dean’s List 93-94
Degree Verification 95
Degrees Offered 19, 54, 77
Departmental Comprehensive Exams 91
Departmental Honors (see each major)
Departments and Programs 97-338
Deposits 29
Development 8
Directed Study 100
Directory 8
Directory Information 52, 96
Disability Services 44-45
Dismissal 93
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 15-17, 49-50
Dual Degree Programs 59, 179-180
E
Early Admission of First-years 23
Economics 162-166
Economics/Business Admin. Major 124, 163
Economics/Political Science Teaching Major
290-291
Edor Nelson Field 15
Education 167-178
Education for Service 11
Education (Master of Arts) 70
Elementary Education 170-174
Emotional/Behavioral Disabilities 176-178
Employment 36
Engaging Minneapolis 84
Engineering 179-180
English 181-195
English Language Learners (ELL) 87, 92-93
English Placement Test 184-185
Enrollment 19
Enrollment Center 8, 74
Enrollment/Degree Verification 95
Enrollment Deposit 29
Ensembles 269
Entry-level Skills 86-87, 113
Environmental Studies 196-197
Ethnic Student Services 46-47
Evaluation and Grading 88-90
Evangelical Lutheran Church in America
(ELCA) 12, 19, 341
Experiential Education Programs 68-69
Explanation of Grades 88-90
Exploring Our Gifts (Vocation) 38
F
Facilities and Housing 15-17, 49-50
Facts and Figures 19
Faculty 14, 19, 55, 345-368
Faculty Emeriti 366-368
FAFSA (Free Application for Federal Student
Aid 32
Family Educational Rights and Privacy Act
(FERPA) 52, 95
Farsi 235
Federal Work Study Program 36
Fees 28-30
Film 152-153
Finance 131-132
Finance Certificate 121
Financial Aid 19, 32-36
Financial Policies 30-32
Fine Arts 40
Fitness Centers 49
Food Service 51
Foreign Languages (See Languages and
Cross-cultural Studies)
Forensics 151
Former Students 24, 77
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Foundations of Fitness 87, 201
French 236-237
First-years 22-23
G
Gage Center for Academic Achievement 41
German 230, 237-238
Gift Assistance 35
Global Education Center 15, 65-68, 221231
Global Education Program
Courses 65-68, 221, 231
Grade Point Average 80, 90
Grading 88-90
Graduate Programs 70-71, 128
Graduation (Applying for) 79, 83, 94
Graduation Skills Requirements 88
374 Index
Graduation Requirements 77 (catalog),
79-88
Grants 35
Graphic Design Certificate 106
Gymnasium (Melby Hall) 16
H
Health and Physical Education 198-204
Health Clinic Services 48-49
Health Education 198-204
Health Fitness 198-204
Health Insurance 48
Health Promotion 48-49
HECUA Courses 67-68, 231-233
Higher Education Consortium for Urban
Affairs (HECUA) 67-68, 231-233
Hispanic/Latino Student Services Program
46
History 205-211
History of Augsburg College 10-12
Honors (Departmental—see each major)
Honors (Latin) 94
Honors Program 62, 212-216
Housing 15-17, 28, 49-50
Human Relations (Communication Studies)
150
I
Ice Arena 15
Incomplete Grade 89-90
Independent Studies 100
Information Technology Certificate 121
Information Technology Services 55-56
Inter-Institutional Programs 62-63
Inter-Race 17
Intercollegiate Athletics 41
Interdisciplinary Studies 217-218
International Baccalaureate Program (IB) 91
International Business Minor 124
International Business Specialization
(Business Administration) 123
International Business Concentration
(International Relations) 220
International Partners 67
International Relations 219-221
International Student Advising 49
International Students 24-25, 49
International Studies 221-233
Internships 69, 99-100
Intramural Athletics 41
J
Japanese 238
K
Kennedy Center 16, 49
Keystone (Senior Keystone) 85, 112
L
Languages and Cross-cultural Studies 234241
Latin Honors 94
Law and Society Concentration (Sociology)
319
Leadership (Master of Arts) 70, 128
Leadership Studies Minor 217
Leadership, Service, and Performance
Scholarships 34
Learning Disabilities (Special Education)
176-178
Learning Disabilities Program 42
LGBTQIA Support Services 47
Liberal Arts (Bachelor of Science Waiver)
88
Liberal Arts Foundation 81, 85-86
Library and Information Technology 16,
19, 55-56
Licensure (Teaching; see also individual
majors) 60, 167-178, 270-271, 312
Life Sciences 115-116
Lifetime Fitness 87-201
Lindell Library 16, 19, 55-56
Loan Assistance 35-36
Location 14-15, 19, 369, 370
Luther Hall 16, 50
Lutheran Congregational Scholarships 34
M
Majors and Minors 10, 56-60, 77, 97-338
Management Information Systems 133-135
Management Specialization (Business
Administration) 122-123
Managerial Accounting 128
Many Voices Project 84
Maps 369, 370
Marketing 124 (WEC), 135-137
Marketing Communication (Communication
Studies) 150
Mass Communication and Journalism
(Communication Studies) 150
Master’s Degrees 55, 70-71, 128
Math Placement Group (MPG) 86, 244
Mathematics 242-248
McNair Scholars Program 43-44
Medical Refund 31
Medieval Studies 249-250
Melby Hall 16
Memberships 18, 19
Memorial Hall (Sverdrup-Oftedal Memorial
Hall) 17
Index 375
Metro-Urban Studies 251-253
Middle East Studies Minor 217-218
Military Called to Active Duty 76
Minnesota Indian Teacher Training
Partnership (MNITTP) 46
Minnesota Work Study Program 36
Minors 59, 98-338
MIS Courses 133-135
Mission Statement 10
Modern Language Skill 87
Mortensen Hall 16, 50
Murphy Place (2222 Murphy Place) 16
Murphy’s Grill 51
Music 254-269
Music Business 123, 256-258
Music Education Major 258-259
Music Ensembles 269
Music Hall 16
Music Performance Major 259
Music Repertoire Tests 261
Music Therapy Equivalency/Certification
254, 260-261
Music Therapy Major 260
N
Nabo 51
National Student Clearinghouse 95
Natural Science Teaching Licensures
270-271
Nordic Area Studies 272-273
Norwegian 239-240, 272-273
Notification of Admissions Decision 23
Numeric Grades 89
Numbering of Courses 98
Nursing 274-277
Nursing (Master of Arts) 70
O
Officers of the College 342
Official Notices 51
Ojibwe 240
Old Main 16
Orchestra 269
Oren Gateway Center 16, 50
Organizational Studies Concentration
(Sociology) 320
Organizational Communication
(Communication Studies) 150
Orientation 39
P, Q
Pan-Afrikan Student Services 47
Pan-Asian Student Services 46
Partner Hospitals Program 14, 73-75
Part-Time Students 28
Pass/No Credit 80, 88-89, 90
Pastor 38
Payments 30
Peace and Global Studies Minor 220-221
Performance Studies 267-269
Petition Process (Student Standing
Committee) 76-77
Philosophy 278-281
Physical Disabilities Program (Access Center)
44
Physical Education 198-204
Physical Science Teaching Licensure 60,
139, 270-271, 284
Physician Assistant Studies (Master of
Science) 71
Physics 282-287
Piano Proficiency Test 261
Policies 17, 19, 30-32, 51-52, 73-79, 88-90,
93-95
Political Science 288-295
Political Science/Economics teaching major
290-291
Portfolio Assessment Program 92
Pre-Law Concentration (Political Science)
289
Pre-Professional Programs 60-61
Prerequisites 99
President’s Greeting 2
Probation 93
Psychology 296-301
Psychology and Law Concentration 297
Public Accounting 128
Public Policy and Political Change in Political
Science 289, 290
Public Relations and Advertising
(Communication Studies) 150
R
Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77
Recitals 261
Refunds 30-31
Regents 340-341
Registration 73-75
Religion 302-311
Religious Affiliation 10-12, 19, 81, 341
Repeated Courses 90
Research Opportunities 44
Residence Life Program (see also
Housing) 15-17, 28, 49-50
Residence Requirements 80
Retaking courses 90
Rochester Program 13-14, 73-75
Room and Board 28
ROTC 62-63
376 Index
S
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies Term 67, 231
Scholarships 33-35
Scholastic Connections 47
School Year 4-7, 19
Science Hall 16
Secondary Education 170-171, 174-175
Senior Keystone 85, 112
Service-Learning 68-69
Sigma Pi Sigma 284
Skills Requirements 80, 86-87, 88, 114
Social Psychology Concentration (Sociology)
320
Social Studies 312
Social Welfare Minor 314
Social Work 313-317
Social Work (Master of Social Work) 71
Society of Physics Students 284
Sociology 318-324
Space Physics 283
Spanish 240-241
Special Education 176-178
Special Interest Housing 50
Special Students (Non-Degree or Second
Degree) 24
Sports 41
StepUP Program 45
Student Center 40
Student-Designed Major 56-57
Student Employment 36
Student/Faculty Ratio 19
Student Government 38-39
Student Life 38-52
Student Rights 51-52, 95
Student Standards of Behavior, Complaints,
Records 51
Student Standing Committee 76-77
Student Support Services (TRIO) 43
Student Teaching Abroad 68, 167
Studio Art 104-109
Study Abroad 63-68, 221-233
Summer Session 8, 63
Supervisory Management (Communication
Studies) 150
Support Programs 41-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 17
T
Teaching Licensure (see also individual
majors) 60, 167-178, 270-271, 312
Test Scores 22
Theatre Arts 304-312
Theatre Practicums 305-306, 311-312
Transcripts 22, 23, 29
Transfer Students 22-24, 77-79
TRIO Program 43-44
Tuition, Fees, Room and Board 28-30
U
Undergraduate Research and Graduate
Opportunity (URGO) 44
Unofficial Withdrawal 31-32
Urban Studies 251-253
Urness Hall 17, 50
V
Veterans 95
Vocation 38, 81
W
Weekend College 13-14, 23, 29-30, 73-75
Withdrawal From College 30-32, 75-76
Women’s Resource Center 40-41
Women’s Studies 335-338
Work Study Program 36
Writing Concentration 182, 183
X, Y, Z
Youth and Family Ministry Major 301-302,
309-311
Show less
Augsburg University 2020-2021 Course Descriptions (as of 7/13/2020)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and me... Show more
Augsburg University 2020-2021 Course Descriptions (as of 7/13/2020)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
1
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I),
MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of
MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I),
MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance),
MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial
Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics),
MKT252(Principles of Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
2
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
3
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
4
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
5
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS305(Indigenous Issues of Central America)
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
6
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
7
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
8
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
9
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
10
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
11
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
12
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
13
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Class lectures, discussion and projects examine the use of the figure in art, anatomy,
proportions, space, and linear, value and gestural studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
14
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
15
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
16
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
17
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
18
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
19
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
20
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
21
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
22
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
23
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
24
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO
151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
25
Evolution, Ecology and Diversity
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required.
26
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
27
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
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Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with
C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO440
Plant Physiology
30
4 Semester Credits
An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the
processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic
stressors on plant physiology will be discussed. Concurrent registration in BIO440L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO440L
Plant Physiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO440.
Core Curriculum Component: None
Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
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Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
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BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
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BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
34
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
35
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management),
MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
36
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
37
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS495
Topics
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
39
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
40
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
41
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
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CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
43
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
44
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
45
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM111
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Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
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Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
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Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
50
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
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This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
53
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
55
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
56
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
57
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer
Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
58
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
59
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
60
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
62
Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
63
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
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Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
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Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
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EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
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Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
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Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
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EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
72
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
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EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
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centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
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Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
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An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
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determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
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The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
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ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include "Shakespeare on Page, Stage, and Screen," "Tolkien’s Life, Times, and Works," "The Cinema of Orson Welles,",
"Mark Twain in the 20th Century," and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include "The Heroic Journey," "Literature and Landscape," "Utopian Visions," and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include "History of Mystery Fiction," "The Short Story," "Sports and
Literature," "Victorian Thrillers," "The Musical on Stage and Screen," and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include "Cinema and Sexuality,"
"Strategies in Reading the Novel," "Challenging the Gaze," "Language and Society," and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
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Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
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are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II),
CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus),
MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for
Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics),
MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include "the
enchantment of evil"; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include "Mysteries and Moralities," "London Onstage," "The Empire Strikes Back," and
"What Is My Nation?" Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
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Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
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Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
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A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include "Classical Theaters," "Spanish and Latin American Drama from the Renaissance to the Present," "Social
Issues in Contemporary World Drama."
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
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ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include "The Beats," "American Indian Writers Speak," "The Unteachable Novel," "Studies in
the American Romance," "Black and White and Red All Over: Film Noir, Communism, and Race," and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
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United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include "Is There a Gay Literature?" "Realism Reconsidered,"
"Cognition, Meaning and Interpretation," "Eco-criticism and the Nature of Reading," "Readings in Theory," and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
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techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
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A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
100
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
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Prerequisite(s): CONSENT(MFA Director Approval)
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval)
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL541(Corequisite for first registration in ENL553) *concurrent
registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL542(Corequisite for first registration in ENL554) *concurrent
registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL543(Corequisite for first registration in ENL555) *concurrent
registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
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Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL544(Corequisite for first registration in ENL556) *concurrent
registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL545(Corequisite for first registration in ENL557) *concurrent
registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): CONSENT(MFA Director Approval), ENL546(Corequisite for first registration in ENL558) *concurrent
registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
105
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
106
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
107
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
108
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
109
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
ENV490
Environmental Studies Independent Project
110
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
111
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
112
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
113
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
114
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
115
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
116
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
117
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
118
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
119
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
120
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
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FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
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FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
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Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
125
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
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French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
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GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
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Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
130
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of C- or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
131
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
132
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
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Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty? 19th Century U.S. History
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the 20th Century U.S.
4 Semester Credits
A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the
meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather /
Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
134
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
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Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
136
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
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HIS234
Early Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
138
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
139
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
140
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
141
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
142
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
Hellenistic Greece and Rome
143
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
144
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
145
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
Research Seminar
4 Semester Credits
146
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
Independent Study
4 Semester Credits
147
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON – Honors
HON100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENL101(Effective Writing I), WPL(Writing Placement Level), WPL(Writing Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Concurrent registration in
HON120L is required. (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
148
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HON221
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
149
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue. Concurrent registration in HON240L is required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen);
HON240(Science, Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the University, this seminar explores themes of leadership and service in the
public context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
150
0 Semester Credits
This course will only be used for student created learning experiences that fulfill the Recreational Wellness requirement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg University. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON495
151
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
152
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
153
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
154
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical
Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
155
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
156
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
157
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
158
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
159
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
160
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
161
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion,
Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable*, RLN100(Religion, Vocation, and the
Search for Meaning I) *concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
162
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
163
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
164
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
165
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
166
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
167
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
168
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
169
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
170
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
171
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
172
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
173
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
174
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
175
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT271 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
176
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
177
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
178
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
179
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
180
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring
Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History
of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT491
Mathematics Colloquium
0 Semester Credits
181
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures))
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
182
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
183
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
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case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
185
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. 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. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
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MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
187
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
188
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
189
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
190
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with
attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of
college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the
use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
191
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and
secondary sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
192
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
193
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
194
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
195
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
196
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
197
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
198
and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
199
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the
limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
200
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in
society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures
through exploring the history and key teachings of the religions, examining ways of being religious in various traditions,
reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic
and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The
class will discuss how major world religions respond to contemporary social/global issues.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
201
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
202
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
203
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for
Business Majors)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
204
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
205
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
206
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
207
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
208
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
209
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
210
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
211
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
212
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
213
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
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instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
215
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
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minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
217
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
218
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
219
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
220
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
221
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
222
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
224
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
225
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
226
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
2 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
227
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
228
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
229
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
230
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
231
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I)
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
232
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
233
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
234
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
235
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
236
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
237
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
238
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
239
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
240
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
241
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
242
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
243
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
244
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
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MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
MUS498
246
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
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MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
248
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
250
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
251
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
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use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
253
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
254
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
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Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
256
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
257
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
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In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse)
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
259
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
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This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
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Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
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The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
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ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
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Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
265
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
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values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
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Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
270
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
3 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
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Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
3 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches
to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can
be impacted in a variety of cultures and populations through the life span and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
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3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
273
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
274
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
275
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR860
Through the Lens of Wholeness: A Human Approach
3 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on Evidence-Based and Metis-Based Evidence Practice. This case study application will develop
critical spiritual, ethical, and integrative health clinical decision-making for the Family Nurse Practitioner.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR824(Integrative Primary Care of Adults I), NUR826(Pharmacotherapeutics II for
Advanced Practice and Herbal Medicine), NUR850(Integrative Primary Care of Adults Clinical I)
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
276
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
277
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
278
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
279
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
280
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
281
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
282
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
283
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
284
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
285
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
286
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
287
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
288
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
1 Semester Credits
289
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
290
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II)
*concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
291
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
292
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
293
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
294
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
295
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
296
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
297
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
298
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
299
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
300
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
301
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
302
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
Political Analysis
4 Semester Credits
303
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
304
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
305
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
306
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
307
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
308
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
309
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
310
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
311
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
312
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
313
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
314
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY – Psychology
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Culture and Psychology
4 Semester Credits
315
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
316
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
317
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
318
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
319
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
320
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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PWC310
Themes in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific themes in playwriting, including adaptation, exploration of genre, integration
of music, and various play structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: None
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
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development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN221
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN237
Giants of the Christian Faith
4 Semester Credits
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Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
326
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN257
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
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Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN276
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
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methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN319
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
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medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN333
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN336
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
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Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
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Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I); 1
of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN406
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Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
RLN441
Contemporary Theology
4 Semester Credits
334
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
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microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
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How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
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studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by "sex" changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
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A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
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Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
341
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
343
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
344
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
345
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
346
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
347
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
348
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
349
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
350
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
351
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
352
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
353
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
354
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
355
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
356
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
357
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
358
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
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groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
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Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
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Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
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SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
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a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
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institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
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3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
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SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
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Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
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Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
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of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
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0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
374
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
375
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
376
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
377
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
378
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
379
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
380
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
381
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
382
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Human Society),
URB111(City Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
383
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
384
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
385
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
386
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
387
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
388
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
389
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
390
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
391
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
392
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
393
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
394
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
395
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
396
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
397
Show less
Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management... Show more
Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. Basic concepts and
fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral
considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
1
Intermediate Accounting I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation as well as other quantitative and
behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I),
MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of
MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I),
MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance),
MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial
Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics),
MKT252(Principles of Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
2
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
3
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Indigenous Forms of Cultural Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. Each group faces similar challenges that
manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion,
cultural survival, women's issues, and political movements through site visits of the dominant culture in each country.
Students will learn and interact with indigenous organizations. This course is cross-listed with Women's Studies. May be
taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: Augsburg Experience
5
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
6
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
7
ANT – Anthropology
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
8
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
9
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
10
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
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4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: None
Prerequisite(s): None
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ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press-Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
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Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
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4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, observational and experimental approaches to watercolor painting. Exploration
of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
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Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): ART133(Introduction to Digital Photography)
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ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
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4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
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community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL – American Sign Language
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
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Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded P/N. Permission to complete the seminar if the student withdraws
from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
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Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in BIO103L is required. (A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. Concurrent registration in BIO118L is
required. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the
Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. Concurrent registration in BIO121L is required. (A student may not receive credit for both
BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO121.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO
151 and 152 must be taken in sequence except by permission of instructor. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
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Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. Concurrent registration in BIO255L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study: Research in Biology
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
28
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
29
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
30
BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with
C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research
Methods and Statistics I); BIO255(Genetics)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
31
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
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Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
33
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
34
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
Several important biological issues that have ethical and societal implication and ramifications are explored, including
the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal
challenges faced by scientists. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO255(Genetics), BIO369(Biochemistry), CHM369(Biochemistry); BIO253(Introductory Cellular
Biology)
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
35
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
36
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
37
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): BUS362(International Business)
BUS490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
38
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
39
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
40
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
41
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
42
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
43
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
44
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
45
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
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Core Curriculum Component: None
Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
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An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM301
Research Methods in Communication Studies
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
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speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
COM355
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Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
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This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): 1 of COM281(Research Methods), COM301(Research Methods in Communication Studies)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of
MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
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Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
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An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer
Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): DAK111(Beginning Dakota I)
ECO – Economics
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
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Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), MIS379(Quantitative Methods for Business and Economics); ECO112(Principles of Macroeconomics),
ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ECS – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS509CE
Paideia: Guided Reading for Great Ideas
2 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
4 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
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Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the
development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
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Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required*
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
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EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
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Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
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and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
72
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
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International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as well
as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of "who am I as a leader".
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC571
Navigating Change in Education
3 Semester Credits
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This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDU – Education
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
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Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): None
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
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1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
80
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
81
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
82
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
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4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
84
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL229
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include "Shakespeare on Page, Stage, and Screen," "Tolkien’s Life, Times, and Works," "The Cinema of Orson Welles,",
"Mark Twain in the 20th Century," and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
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Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include "The Heroic Journey," "Literature and Landscape," "Utopian Visions," and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include "History of Mystery Fiction," "The Short Story," "Sports and
Literature," "Victorian Thrillers," "The Musical on Stage and Screen," and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include "Cinema and Sexuality,"
"Strategies in Reading the Novel," "Challenging the Gaze," "Language and Society," and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II) *concurrent registration is acceptable*, ENL112(Advanced Effective
Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent
registration is acceptable*, WPL(Writing Placement Level)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
88
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the "fourth genre," which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
89
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II),
CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus),
MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for
Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics),
MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL
Transfer Course), SCI110(Natural Science I)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
90
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include "the
enchantment of evil"; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous "big six" poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include "Mysteries and Moralities," "London Onstage," "The Empire Strikes Back," and
"What Is My Nation?" Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
93
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
94
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and "barbarian" - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
95
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include "Classical Theaters," "Spanish and Latin American Drama from the Renaissance to the Present," "Social
Issues in Contemporary World Drama."
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
96
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include "The Beats," "American Indian Writers Speak," "The Unteachable Novel," "Studies in
the American Romance," "Black and White and Red All Over: Film Noir, Communism, and Race," and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
98
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include "Is There a Gay Literature?" "Realism Reconsidered,"
"Cognition, Meaning and Interpretation," "Eco-criticism and the Nature of Reading," "Readings in Theory," and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): None
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): None
ENL528
Publishing II
100
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
101
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
102
Mentorship and Critical and Creative Reading: Nonfiction
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
103
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted monthly throughout the term
by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
104
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
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Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
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of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
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Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted bi-monthly throughout the
term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative
analysis of canonical and contemporary readings in the field also required. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV295
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Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues in the United States or
various other locations, depending on the offering. Students will apply concepts learned in earlier environmental studies
courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the
major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
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ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
111
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
112
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social
Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE – Education
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
113
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
114
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
115
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
116
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Note:
Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course
will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This
will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of
the course that students leave more informed about different modes of thinking and learning and, by extension,
different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written
word.
117
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
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ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
119
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
120
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR – Farsi
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
121
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
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and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM229
Screenwriting
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4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
124
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
FRE – French
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
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FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
128
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
130
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
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GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
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Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST – General Studies
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST108
AVID Elective
133
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
A Global History of Europe Since 1750
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
Decolonizing Asia and Africa
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
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HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. Themes include the
legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white
conflict and collusion, the enslavement of African Americans, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty? 19th Century U.S. History
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the 20th Century U.S.
4 Semester Credits
A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the
meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather /
Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
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liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
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experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
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Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Early Minnesota History
4 Semester Credits
139
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
140
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics including, but not limited to: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
141
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
142
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of "ordinary
Germans," including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
144
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
145
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the "traditional" political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
146
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the "traditional" political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of the Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
147
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
148
Research Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
149
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
150
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE204
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
151
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology)
HPE204L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with HPE 204.
Core Curriculum Component: None
Prerequisite(s): HPE204(HPE204 taken concurrently) *concurrent registration is required*
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
152
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. Concurrent registration in HPE275L is required.(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
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and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical
Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
154
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 Physical Education Games and Activities
4 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
4 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
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of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
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HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
157
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE452
158
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
159
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
160
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
161
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
162
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
163
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Art and Culture in Political, Social and Historical Context
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
164
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
165
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Political Sociology of Building Power, Change, and Equity
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
166
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
167
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
168
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
169
LAT – Latin
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
170
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
171
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of C- or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
172
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
173
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
174
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Students who have completed MAT271 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT173
Mathematics of Finance
4 Semester Credits
175
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus any
theoretical structure or applied project course satisfies the major's speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
176
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
177
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
178
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
179
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking),
COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition),
MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring
Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History
of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
180
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
181
MBA – Master of Business Administration
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
182
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBA535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
183
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
184
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. The course is
designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in
preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. 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. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
185
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
186
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
187
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
188
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
189
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) Emphasizes critical writing, reading, and thinking with
attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of
college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the
use of sources; and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
190
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) Emphasizes textual analysis of primary and
secondary sources with focus on writing in students' academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
191
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem cr) Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
192
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
193
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
194
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
195
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
196
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
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and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
198
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the
limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
199
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) This course examines the role and functions of religion in
society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures
through exploring the history and key teachings of the religions, examining ways of being religious in various traditions,
reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic
and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The
class will discuss how major world religions respond to contemporary social/global issues.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
200
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
201
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
202
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for
Business Majors)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
MKT252
Principles of Marketing
4 Semester Credits
203
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); MKT252(Principles of
Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
204
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
205
ML – Master of Arts in Leadership
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Leadership in the Community
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Evaluating Empirical Research
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity and Values: Keys to Authentic Leadership
3 Semester Credits
206
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
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accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills.
Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their
performances.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML560
208
Cultural Competence and Effective Leadership
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
209
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American history, politics, indigenous cultures, poverty, health
care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations
are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML585
Leadership Capstone: Integrating Theory and Practice
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of MAL Program Director)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
210
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
211
Prerequisite(s): None
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be used
toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. This ensemble sings a wide
range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy
singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
The Masterworks Chorale is a unique mix of auditioned Augsburg University students, faculty, staff, alumni and
community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a
dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
212
1 Semester Credits
The Cedar Singers ensemble embraces a wide variety of music, from sacred chant and masterworks for men’s voices to
spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To
meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may be
used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. The group’s repertoire
has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 semesters. A maximum of 8 credits may be used towards graduation. Auditions are
scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
213
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band is a 60-member symphonic band, performing wind band music of a high artistic level. The
group has performed and toured extensively throughout the United States and to numerous international destinations.
To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 semesters. A maximum of 8 credits may
be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. In recent years the group has given its
own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble
requirement for music majors, and is open to non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
214
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
215
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
216
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
217
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
218
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
219
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
220
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
221
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
222
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
224
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
225
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
226
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
227
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
228
4 Semester Credits
E.D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): None
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
229
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
230
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
231
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2)
MUS238
232
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
233
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS273
Functional Music Skills
234
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
235
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
236
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
237
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and
Literature of Music II)
MUS336
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
238
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
239
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
240
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
241
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
242
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): None
MUS456
243
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
244
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
245
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
246
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
247
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
248
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS546
Clinical Music Therapy Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
249
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
250
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
251
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
252
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
253
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
254
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
255
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
256
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
257
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
258
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
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Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
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rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P
261
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
262
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theorybased care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Transformation
1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
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sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
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Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
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NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
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Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
268
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power
to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise
and professional research will be analyzed through systematic reflection. Students will begin developing original practice
models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
269
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and
patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then
viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad
understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are
responsive to diverse cultural expressions of health and illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
270
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
271
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
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Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
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Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
274
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required*
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
275
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
276
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
277
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB – Ojibwe
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
278
PA – Physician Assistant Studies
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
279
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
280
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects
of the profession such as: history of the Physician Assistant (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. In-class time will be used to discuss these
experiences and work on skills essential for clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
281
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
282
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
283
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
284
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PHI – Philosophy
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
285
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
286
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
287
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
288
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
289
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *concurrent
registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
PHY108L
College Physics II Lab
290
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
291
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENL111(Effective Writing II)
*concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*,
HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
292
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
293
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. Concurrent registration in
PHY317L is required. (Three one-hour lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
294
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
295
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
296
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
297
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
298
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
299
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
300
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional
Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
301
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar);
POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
302
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
303
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
304
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
305
Core Curriculum Component: None
Prerequisite(s): None
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
306
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
307
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
308
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
309
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
310
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
311
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
312
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
313
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
314
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
315
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
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clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
317
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY205
Culture and Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
318
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
319
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group, and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
320
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
321
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
322
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
323
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and
Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
324
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
325
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
326
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN221
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
327
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN237
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature.
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Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN245
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN257
Heaven, Hell, and the End of the World
329
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN276
330
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central element of this course will be a research project that studies the
methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and
shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
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commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN303
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
RLN319
Religion at the Movies
4 Semester Credits
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Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN331
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
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Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
334
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. An exploration of the history and development of the spiritual practices of the Christian tradition, combined
with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: None
335
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
Christensen Scholar Seminar I
336
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
337
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
338
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. Concurrent registration in SCI111L is required. (Three one-hour lectures, one three-hour laboratory per week.
Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. Concurrent registration in SCI123L is required. (Three hours of lecture and one and a half hour
of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
340
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Sociology
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
341
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
342
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
343
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC380
Disaster and Resilience
4 Semester Credits
344
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
345
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
346
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Sociology)
SPA – Spanish
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
347
Prerequisite(s): None
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
348
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
349
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
350
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
351
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
352
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE – Education
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
353
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
354
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
355
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
356
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
357
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
358
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
359
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
360
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
361
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life "stages" are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
362
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term. Open only to students who have applied and been
admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field
Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
363
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
364
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
365
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
366
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
3 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
367
Prerequisite(s): SWK530(Integrated Field Seminar 1)
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
368
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
369
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
370
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
371
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers "to expand the knowledge base" of social work. The course emphasizes research as a tool
at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
372
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice (MCMP) Policy
3 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and
evaluation of services at various levels of system design, taking into account organizational, financial, and technological
dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
373
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment
of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
374
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
375
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
376
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large Project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP152
Theater Practicum: Costume Running Crew
377
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
378
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR229
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): THR228(Introduction to Stagecraft)
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
379
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian cultures. The course includes
lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required.
Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
380
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
381
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
382
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
383
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater Histories: 1800 to
the Present)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR367
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
384
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
385
Prerequisite(s): None
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
386
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
387
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
388
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
389
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
390
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
391
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
392
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
393
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and Women’s Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
394
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
395
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
396
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
397
WST366
Latin American Liberation Theologies and Social Change
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
398
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
399
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