AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of... Show more
AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of Colleges and Secondary Schools,
the National Council for the Accreditation of Teacher
Education (secondary), the American Chemical Society, and
the American Association of University Women.
Memberships: Augsburg College holds membership also in the
American Council on Education, the Association of American
Colleges, the National Lutheran Educational Conference, tlie
Association of Minnesota Colleges, thc Minnesota Private
College Council and the Association of Protestant Colleges and
Universities.
Courses of Study: Augsburg College offers a Liberal Arts
education with courses leading to a Bachelor of Arts degree
offered in 26 major fields of study. Sluclents are prepared for
teaching, business administration, social warlc, medical
technology, secretarial work, parish work, and missions.
Students may prepare for Eurtl~er study in the fields of
engineering, theology, dentistry, medicine, nursing, and law,
and for graduate study in various fields,
Lacation: Augsburg College is located along Interstate
Highway NO.94, just 20 hloclcs from the downtown loop area
of Minneapolis. Students have easy access to libraries,
museums and art collections. They also have the opportunity
to attend lectures, musical programs and other cultural
activities in the Minneapolis-St. Paul area.
Setting: The eleven-acre Augsburg campus is located in the
heart of Minneapolis and is adjacent to the University of
Minnesota West Bank campus and two of the city's largest
hospitals. In this urban setting, Augsburg students prepare for
careers in our increasingly urban society. A friendly
atmosphere prevails on the Augsburg campus. Students
participate in all phases of campus community life under the
direction of a capable, well-prepared faculty.
Development: A comprehensive development program is in
operation which will, over the years, add additional land and
buildings to the Augsburg College campus.
S
SEPTEMBER
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Fall Semester 1964-65
. . . . . Freshman Days
Sept. 14, 15 (Mon., Tues.) ....... Registration
Sept. 16 (Wed.) ................ Classes begin
Sept. 9-15 (Wed.-Tues.)
........ Late registration fee
1 ..................Homecoming
OCTOBER
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Sept. 16 (Wed.)
Oct. 29-Nov.
Nov. 12 (Thurs.)
... End first half
Thanksgiving recess
Dec. 19 (Sat., 12:20 p.m.)
................... Christmas
Jan. 4 (Mon., 7:45 a.m.)
Jan. 18-26 (Mon.-Tues.)
recess begins
..... Classes resume
. . Final examinations
.........
Jan. 26 (Tues.)
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4
11
18
25
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12
19
26
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of Semester
Nov. 25 (12:20 p.m.)-30 (7:45 a.m.)
.......................
NOVEMBER
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20 21 22 23 24
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First Semester ends
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FEBRUARY
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MARCH
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Spring Semester 1965
.................. Registration
Feb. 2 (Tues.)
Feb. 3 (Wed., 7 :45 a.m.)
Feb. 3 (Wed.)
....... Classes begin
.......... Late
Mar. 30 (Tues.)
...
registration fee
End first half of Semester
April 1 4 (Wed., 9:00 p.m.)
....................... Easter recess begins
April 20 (Tues., 7 :45 a.m.). Easter recess ends
May 19 (Wed.)
May 20-28 (Thurs.-Fri.)
May 30 (Sun.)
May 30 (Sun.)
1
.................. Reading Day
. . Final examinations
........ Baccalaureate service
............... Commencement
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SEPTEMBER
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Fall Semester 1 965-66
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. . . . . Freshman
Sept. 8-14 (Wed.-Tues.)
OCTOBER
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Sept. 13, 14 (Mon., Tues.)
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NOVEMBER
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. . . . . . . . . . . . . . . . Classes
Sept. 15 (Wed.)
. . . . . . . . . Late
Oct. 28-31
Homecoming
End first half of Semester
Nov. 24 (12:20 p.m.) -29 (7:45 a.m.)
DECEMBER
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begin
registration fee
......................
Nov. 11 (Thurs.)
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. . . . . . . Registration
Sept. 15 (Wed.
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Days
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Thanksgiving recess
Dec. 18 (Sat., 12:20 p.m.)
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JANUARY
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Jan. 3 (Mon., 7:45 a.m.)
...... Classes resume
Jan. 17-25 (Man.-Tues.)
. . Final examinations
Jan. 25 (Tues.)
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FEBRUARY
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MARCH
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Christmas recess begins
.......... First
Semester ends
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Spring Semester 1966
................... Registration
Feb. 2 (Wed., 7:45 a.m.) . . . . . . Classes begin
Feb. 2 (Wed.) . . . . . . . . . Late registration fee
April 1 (Fri.) . . . . . End first half of Semester
Feb. 1 (Tues.)
April 6 (Wed., 9:00 p.m.) Easter recess begins
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MAY
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April 12 (Tues., 7:45 a.m.) Easter recess ends
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May 25 (Wed.)
................. Reading
Day
May 26-June 3 (Thurs.-Fri.)
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........................ Final examinations
June 5 (Sun.) .......... Baccalaureate service
June 5 (Sun.)
............... Commencement
historical sketch
Augsburg was begun as a seminary in
1869, at Marshall, Wisconsin. It was the
first theological school founded by
Norwegian Lutherans in America. Through
an arrangement with a private institution
known as Marshall Academy, the
Seminary was at first housed in the
academy building. Students who needed
further preparation in academic subjects
were to obtain this in the academy. In the
autumn of 1872 Augsburg Seminary was
removed to Minneapolis, Minnesota, where
a building had been erected for its use. In
the same year the school was incor~orated
under theVlawsof Minnesota. Its Gm was
to train ministers for the Lutheran
congregations which were being organized
in growing numbers in the pioneer
settlements that were spreading rapidly
over the Northwest.
The College was established when it
became evident that in order to get
students who were adequately prepared for
theological study a college department was
needed. In 1874 a curriculum was planned
which provided for one year of preparatory
studies and four years of college work
along two lines, a classical course to
prepare students for theology, and a
scientific course to prepare for other
professions. The first college students were
enrolled in 1874 and the first class was
graduated in 1879.
In 1900 a high school course covering
three years was established which in 1910
was expanded t o a standard four-year
course. This was discontinued in 1933. In
the years 1916-1919 the college course was
thoroughly revised. As a result of this
and of subsequent growth, the earlier
classical course was greatly modified and
supplemented by social and scientific
studies and a more general emphasis upon
the study of the humanities. In recent years
there has been continuous study and
modification of the curriculum including
G E NERAL
INFORMATIOR
the introduction of a number of new majors to meet the
developing needs of the students. The divisional organization
was adopted in 1945. At the present time 26 majors are
offered.
Coeducation was introduced in the College in 1922.
In February, 1963, with the merger of the Lutheran Free
Church into The American Lutheran Church, Augsburg College
became affiliated with the latter church body. At the close
of its ninety-third academic year, in the spring of 1963,
Augsburg Theological Seminary merged with Luther
Theological Seminary, St. Paul, one of the seminaries of the
merged church.
Seven presidents have served Augsburg during the course
of its history:
Augiisl Weenaas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1869-1876
Georg Sverdrup - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1876-1907
1907-1911
Sven O f t e d a l - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1911-1937
George Sverdrup . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
H. N. Hendrickson (Acting) - - - - - - - - - - - - - - - - - - - - 1937-1938
Bernhard Christensen - - - - - - - - - - - - - - - - - - - - - - - - - 1938-1 962
Leif S. Harbo - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1962-1963
Oscar A. Anderson - - - - - - - - - - - - - - - - - - - - - - - - - 1963-Present
aims and objectives
IJ Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The faculty and the Board of
Regents of the college affirm the following as their understanding of the aims, philosophy, objectives and character
of this institution.
Ultimate Aims
To contribute t o the true good of human life and society.
To contribute to the building of free and living congregations in the community of the Christian Church.
Basic Philosophy
The Christian message concerning the redemptive act d
God in Christ constitutes the greatest potential for good in
human life and society; but this potential is realized only
insofar as it is actualized in the minds and hearts of individuals.
The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking t o
relate all learning to the truth of the Christian faith, the
Christian college performs its greatest service both to the
Church and to society.
Where there is an atmosphere of free and honest inquiry, truth
has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion,
but by inviting teachers and students to join in a common
search for truth and in a common attempt to see all truth
in relation to ultimate Truth.
Primary Objectives
To attract to the college students of high ability and genuine
religious concern who can reap the maximum benefit from a
program of Christian higher education.
To provide a campus setting that is conducive to the spiritual,
mental, moral and physical well-being of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and skills necessary for sound
academic work.
To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment
of their own lives and, through them, for the enrichment of
their homes and communities.
To lead its students to a deeper understanding and experience
of the Christian Gospel in its relation to every area of life
and learning.
To aid its students in discovering and clarifying their peculiar
aptitudes and interests, and to provide training and counsel
that will assist them in preparing for a life work appropriate
thereto.
F
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
student to look upon his life as a Christian vocation, and an
opportunity for service to God and man.
Distinctive Character
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran immigrants from Norway who
sought to play a creative role in American life and society,
and seeks to preserve the enduring values of this heritage in
the life of the college community today.
the alumni association
The Augsburg Alumni Association has as its goal to enable
graduates and former students to maintain effective contact
and cooperation with one another and with their Alma Mater.
The annual meeting is held a t Commencement time each year.
Local Augsburg clubs are promoted. The affairs of the Association are under the leadership of the Board of Directors.
The Alumni Office is located in the Art Building on Riverside
Avenue.
the physical plant
Instructional facilities and student housing at Augsburg
are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of
classrooms and offices.
Science Hall, erected in 1948-49, includes the general administration offices; well-equipped laboratories for chemistry,
physics, biology and home economics; the bookstore; a
medium-sized auditorium; and several classrooms and faculty
offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960.
The George Sverdrup Library, named in honor of Augsburg's
fourth president, was erected and dedicated in 1955. Adjacent
to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms,
a visual-education center, the Augsburg Archives, classrooms,
and a number of faculty offices. There is stack space for approximately 100,000 volumes.
Si Melby Hall, the new auditorium-gymnasium, was completed
in 1961. This building, named in honor of Professor J. S. Melby,
dean of men from 1920 to 1942, basketball coach and head of
the Christianity department, provides excellent facilities for
the health and physical education program, intercollegiate
athletics, chapel services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic
and other speech activities.
The Art Building was acquired in 1963 and remodeled to
provide excellent space for the art program. It has one large
classroom and studio and laboratory facilities for drawing,
painting, and sculpture in the rooms on the ground and first
floor. The second floor of the building houses the Development
Offices.
Sverdrup-Oftedal Memoriol Hall
Gerda Mortensen Hall
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a dormitory affording living quarters for about 130 men. On the ground
floor of this building is the college cafeteria and dining hall.
Gerda Mortensen Hall, erected in 1955, provides housing for
about 175 women students, as well as apartments for the
resident head and her assistant. The dormitory incorporates
the former Sivertsen Hall, remodeled as a wing of the larger
dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, Iota, Lambda,
Omicron, Zeta, and Theta are small dormitory houses, each
accommodating from 8 to 20 women students.
The President's Home, an attractive colonial residence, is
located on the West River Road.
A large number of dwellings have also been acquired in recent
years in the expanded campus area, and are in use for faculty,
staff, men students, and married student housing.
the archives
The Augsburg Archives seeks to gather and make available
for use documents, books, and other articles of historical value.
The George Sverdrup Library provides adequate, fire-prod
quarters for the archives. Here are found a large collection of
periodicals, manuscripts, letters, and pictures, affording
extensive resources for scholarly research.
library facilities
The beautiful and spacious George Sverdrup Library
provides a central study-workshop for both faculty and
students. It contains about 50,000 volumes, exclusive of
pamphlets, and is adding approximately 5000 new volumes
each year. Students and faculty working in either of the two
large reading rooms find the atmosphere conducive to quiet
study and research materials close at hand. All books are
kept on open shelves. Reference service, provided by an able
and well-trained staff, is available to students.
Special collections have been developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science
Libraries, and in the Audio-Visual Center. Additional
conveniences include conference rooms for larger groups or
small classes. A typing corner is provided in the first floor
reading room.
The library subscribes to about 410 of the best periodicals
dealing with a large variety of subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active role in promoting general reading,
presenting regular book displays, and sponsoring monthly
book discussions for faculty, staff, and students.
In the Twin City area are other libraries which make their
holdings available to Augsburg students, notably, the St. Paul
and Minneapolis publi,c libraries, the latter of which issues
library cards to out-of-town students for each school year.
natural science laboratories
The laboratories of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office
space for Biology are located on the second floor; three larger
laboratories and two special research laboratories for
Chemistry and two laboratories for Physics are located on the
third and fourth floors. A chemistry library is located near
the research facilities. Storerooms and faculty offices are also
located here.
P.' I
A considerable part of the income on
which Augsburg operates is derived from
endowment and from gifts. Therefore, the
fees charged the student do not constitute
the whole cost of his education, for he
enjoys the benefits of the gifts of those
who believe in and support the work of
the school.
guaranteed tuition plan
In order to assist students and parents
in planning ahead for tuition payments,
which are the major item of college
expense, Augsburg College offers a
Guaranteed Tuition Plan that fixes the
tuition cost for four years of college.
Freshmen enrolling in the fall of 1964,
who sign up for the plan, will have
their tuition cost guaranteed for eight
consecutive semesters a t a total cost of
$3,825 (average cost is $956.25 per year)
as follows:
The larger charges in the first two years
build up a reserve available for the last
two years. If the student on this plan
voluntarily withdraws, he loses his reserve.
If he is asked to withdraw, his reserve
will be refunded.
Those who do not elect t o sign up for the
Guaranteed Tuition Plan will be enrolled
in the fall of 1964 a t a tuition charge of
$450 per semester and at whatever level
the fee is set in subsequent years.
FINANCIAL
general expenses per semester *
Regular
Tuition Plan
Tuition (includes Student Activity
$450.00
Fee of $1 1.00)
7.50
Student Union Fee
1.00
Lo'cker (Optional)
Guaranteed
Tuition Plan
$500.00
7.50
1.00
TOTAL GENERAL EXPENSES
PER SEMESTER
$458.50
$508.50
Books are estimated a t $25.00 to $40.00 per semester
Students registered for more than the maximum number of
credits (17) are charged a t the rate of $20.00 for each additional credit per semester.
Special students will pay a t the rate of $38.00 per credit up
t o 11 credits. Those who register for 12 or more credits pay
the regular tuition charge.
room and board expenses
per semester"
WOMEN
Min.
Max.
$125.00 $130.00
150.00
125.00
1.OO
1.00
MEN
Min.
Max.
$120.00
$120.00
175.00
225.00
1.00
1.OO
Room
Board *
Key Deposit
(refundable)
Breakage Deposit
-0-015.00
15.00
(refundable)
TOTAL ROOM & BOARD
PER SEMESTER $251.00 $281.00 $311.00 $361.00
*Women students in residence are required to buy and use
a minimum of $125.00 meal book coupoils per semester, men
students $175.00.
music fees per semester "
Private lessons - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - $40.00
8.00
Piano studio rental (one hour per day)
20.00
Organ rental (one hour per day) .- - - - - - - - - - - Voice studio rental (one hour per day) - . - - - . . 8.00
*
Subject t o change
special fees"
-
Application fee -,
,- -,
- -,
,
,
,
,
,,
,,
,
,
- - - - ,, - - - - - $10.00
Late registration fee per day (after classes begin) - - 1.00
Change of registration after the beginning of the second
week of classes ,,,,,,,,,,,- ,-,
-,
- - - -- - - -- - - - 2.00
Placement fee ,-,
,
,
,
,
,
,
,
,
,
,
,
,
,
- - - - - - - - - - - - - - - - - - - 5.00
Graduation fee -,--,-,,,,-,,,,,,,,~-,10.00
------,Final examinations taken a t another hour than the one
,
,,
- -,
,-- - -,
,
-- - -- - - - - - - - - - - - 5.00
scheduled ,,,,-,
Examination making up an incomplete or a condition - 5.00
Transcript of credits (after first one which is free) - 1.00
Student teaching
20.00
. .
Choir tour (minimum) - - - - - - - - - - - - - - - - - - - - - - - - - - - 10.00
Band tour (minimum) , - , - , - - - - - , , - - - -10.00
------Camprehensive examination, per credit, for students enrolled ,- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5.00
Comprehensive examination, per credit, for students
10.00
not currently enrolled ,,,,,,,,,,,,,,-,,,,,,,-,
-
------,,,,,-,+,+,+-4-h----~-4---
estimated expenses per semester "*
MEN
WOMEN
Min.
Max.
OFF-CAMPUS STUDENTS
$458.50
General expenses
$508.50
Special, music, books 25.00
100.00
$608.50
TOTAL
$483.50
Min.
Max.
$458.50
25.00
$483.50
$508.50
100.00
$608.50
RESIDENT STUDENTS
$458.50
General expenses
Room & Board
251.00
Special, music, books 25.00
TOTAL
$734.50
$458.50
311.00
25.00
$794.50
$508.50
361.00
100.00
$969.50
$508.50
281.00
100.00
$889.50
* * These estimates do not include transportation, clothing, or
personal expenses.
refunds
Tuition, fees, and room charges for a student cancelling his
registration before the middle of any semester will be charged
a t the rate of 2 per cent per day, except for application and
special fees, which are not refundable. There is no fee refund
after the middle of the semester. If a student is required to
enter the Armed Forces, a full refund is made of tuition.
V u b j e c t to change
payment of accounts
Student accounts are due in full a t the time of registration in
September and February. Parents may deposit money in
advance a t the College, or the student may make the payment
when he registers. Checks must be made out to Augsburg College and forwarded directly to the Treasurer's office. For
cash payments a receipt must be obtained from the Treasurer's
office at the time of payment.
Recognizing that payment of fees in full a t registration poses
a financial problem in some cases, the College has instituted
the following payment plans:
DATE PAYMENT DUE
n
OFF-CAMPUS
RESIDENT
STUDENTS
STUDENTS
Guaranteed
Guaranteed
Tuition
Regular Tuition
Regular
Tuition
Plan
Tuition
Plan
or before registration $300.00 $325.00 $525.00 $550.00
125.00 135.00
95.00
Due October 15th
85.00
95.00
125.00 135.00
Due November 15th
85.00
135.00
125.00
95.00
Due December 15th
85.00
125.00 135.00
95.00
Due January 15th
85.00
125.00 135.00
95.00
Due February 15th
85.00
125.00 135.00
95.00
Due March 15th
85.00
135.00
125.00
95.00
Due April 15th
85.00
Due May 15th
Balance Balance Balance Balance
In addition, other arrangements may be made with the Treasurer's office. A carrying charge of $2.00 a month is added for
the payment-plan service. Unless prior arrangement is made,
an additional $1.00 is added for each month that payment is
late.
financia 1 assistance
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg.
Students must complete an application form and meet certain
requirements to qualify for financial aids. The college gives
assistance t o students in securing work both on and off the
campus.
loan funds
18
Several loan funds have been established to assist students
in working out their financial problems. Loans may be
arranged a t a reasonable rate of interest for various periods
of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance
t o students preparing for theological study.
The Charles and Nora Crouch Student Loan Fund, established
in 1954, extends assistance t o members of all classes.
The Senior Loan Fund, established by the class of 1955, is
available t o selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan
Fund is available to students who are preparing for the
ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
by the Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the ministry.
National Defense Student Loans, established by the National
Defense Education Act of 1958, are available t o students
capable of maintaining good standing in their chosen course of
study. Special consideration is given to those students who
express a desire to teach in elementary or secondary schools
and t o those whose academic background indicates a superior
capacity for preparation in science, mathematics, engineering
or modern foreign languages.
United Student Aid Funds is a program of endorsing loans
made by local banks to college students requiring financial
assistance. A grant to the College by the Gamble and Skogmo
Foundations provided the funds t o establish the initial
reserves required.
Arrangements for the loans are made through a conference
with the Dean of Students, chairman of a faculty committee
on student loans. In addition to arranging loans, the committee
counsels students on financial matters with the objective in
mind of helping the student work out a satisfactory plan for
his finances.
scholarships and prizes
Fifty Freshman Scholarships of varying amounts are available to outstanding high school graduates. Some of these
scholarships are renewable provided the student's scholastic
record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding high school graduates. Students who rank in the
upper five per cent of their high school class, perform well on
scholastic aptitude tests, and can show good character references are eligible for consideration. These scholarships are
renewable if the student maintains a 2.25 scholastic average.
Departmental Scholarships of variable amounts are awarded
each year to students who are highly recommended by the
chairman of their major department. These scholarships are
renewable if the student maintains a scholastic average of 1.75
or better.
Upper-class Scholarships of $300 are awarded each year to
selected students with an honor point ratio of 2.4 or better
who apply to the Student Personnel Committee.
Augsburg awards Foreign Student Scholarships each year
to deserving students from other countries. These scholarships
may be awarded in amounts up to the equivalent of full
tuition.
The American Indian Scholarshir, was established in 1955 by
Spring Lake Park Lutheran Church, Minneapolis. It is a
scholarship of $200 to be applied on tuition at Augsburg
College. It is to be awarded to an American Indian student
selected on the basis of scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in
1953 in memory of Henry P. Opseth, former head of the
Music Department and director of the Augsburg College Choir.
It is awarded annually to a sophomore or junior student of
outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from
1950 until the time of her death in 1953, was established in
1955 by her parents, Mr. and Mrs. Iver Solberg and her
brother, Dorvall. I t is awarded to an Augsburg student who
has music as a major or minor and who shows outstanding
promise or. achicwement in the art of singing.
20
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947 to honor the
memory of George Sverdrup, President of Augsburg from 1911
to 1937. It is awarded annually to an Augsburg graduate of
outstanding character and ability who plans to prepare further
for the vocation of teaching. The amount of the Fellowship is
five hundred dollars.
The Keith E. Hoffman Memorial SchoIarship was established
in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis
in n ~ e ~ n o rof
y their son who gave his life in the conquest of
Okinawa. Tlie scholarship is awarded annually to a student
selected an the basis of academic achievement, personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarships of $300 each are provided by the Lutheran Brotl?erl~oodLife Insurance Society
and awarded each fall to outstanding Lutheran college seniors.
The students arc selected by the college in the spring of the
junior year on the basis of religious leadership and scholastic
standing.
The Augsburg College Women's Club Scholarship awards,
totaling $400, are granted each year to two or more students
of outstanding character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established
by members of the Paulson family in memory of Professor
Adolph Paulson who taught Social Science at Augsburg from
1930 to 1935, is awarded annually to a college student for
the best essay written on an assigned subject in the field of
Christian Sociology. The amount of the prize is $50.
The Iver and Marie Iversen Scholarship was established in
1957 through a grant from Mr. Iver Iversen of Brooklyn, New
York. It is awarded annually to a student in the College.
The award, in the amount of $250, is made on the basis of
need, scholarship, and interest in Christian service.
The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory
of Reverend Olaf Rogne, business administrator of the college
from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service.
The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the department of chemistry to honor the
memory of Carl Fosse, professor of chemistry at Augsburg
from 1921 to 1942. The annual award is made to a student
whose academic record indicates promise of achievement in
the field of chemistry.
The Manlvald Aldre Memorial Chemistry Scholarship was
established in 1960 by friends and the department of chemistry
to honor the memory of Manivald Aldre, assistant professor
of chemistry at Augsburg from 1949 ta 1958,The annual award
is made to a student whose academic record indicates promise
of achievement in the field of chemistry.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor
of biochemistry a t the University of Minnesota. The annual
award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship
was established in 1963. This annual award is made to a
student whose academic background indicates promising
achievement in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship
was established by friends and the department of chemistry
in 1960 to honor the memory of Walter Gordon Schnell, a
student of -hemistry at Augsburg until the time of his death
in January 960. The annual award is made to a student whose
academic background indicates promise of achievement in
the field of chemistry.
f
The Dr. Frederick C. and Laura E. Mortensen Chemistry
Scholarship was established in 1961 by the chemistry staff.
The award is made annually to a chemistry student whose
record indicates promise in the field of chemistry.
The Magnus A. Kleven Family Scholarship was established in
1956 by members of the family to honor their parents. The
scholarship is awarded annually to a student on the basis of
academic achievement, personal character and promise of
achievement in the field of physical education.
The Professor P. A. Sveeggen Memorial Scholarship was
established in 1959 by friends to honor the memory of P. A.
Sveeggen, professor of English a t Augsburg from 1915 to
1952. The award of variable amount is made annually to an
outstanding student in the field of English.
Alumni Achievement Scholarships are awarded to outstanding
students in the Freshman, Sophomore, and Junior classes for
use the following academic year. The scholarship fund, which
is equivalent to three half-tuition scholarships, is awarded on
the basis of previous academic performance. No award will
be in excess of financial need.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of
the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or
senior students.
The Carl W. Landahl Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a
member of the Augsburg Music Faculty from 1952 until his
death in 1961. It is awarded annually to a student on the basis
of achievement in the field of music.
The Onesimus Scholarship, established in 1962 by Mr. and
Mrs. James Helleckson, is awarded annually in the amount
of $300 to an Augsburg student or graduate who is preparing
for service in the Christian ministry.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund
was established in 1960 by gifts from the Burntvedt family
and through a church-wide offering, to honor the memory of
Dr. T. 0. Burntvedt who was President of the Lutheran Free
Church from 1930 to 1958. One or more scholarships are
awarded annually to a student or students in the senior class
who are preparing for the ministry.
The Celia Fredrickson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an
Augsburg student from the Sharon Lutheran congregation a t
Lamberton, Minnesota.
The Quanbeck Scholarship Fund was established in 1963 by
a bequest of John G. Quanbeck. The income from this fund
is awarded annually to freshman students who, without
assistance, would be unable to pursue higher education.
The Edward Yokie Memorial Scholarship was established in
1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of
Edward Yokie. A scholarship will be awarded annually to an
able and deserving junior or senior student recommended by
the Scholarship Committee.
The Greater Augsburg Alumni Association Scholarship of $500
is awarded annually to an outstanding alumnus of Augsburg
in order to encourage and assist promising students in the
carrying out of projects of graduate study.
The Harry S. Genung Memorial Scholarship was established
in 1963 by De Ette Cenfield Genung in honor of her husband.
A scholarship is awarded annually to a deserving student from
another country in order to prepare that student to make a
contribution in his or her homeland, thereby improving the
relationship of that country and the United States.
The De Ette Cenfield Genung Memorial Scholarship was
established in 1963 by Harry S. Genung in honor of his wife.
Two scholarships are awarded annually to deserving and
promising students in the field of English or the language arts.
The Green-Genung Memorial Scholarship was established in
1963 by Harry S. Genung and De Ette Cenfield Genung, his
wife, in memory of Jeanette Cenfield Green, sister of Mrs.
Genung, and Arthur E. Genung, father of Mr. Genung. Both the
persons memorialized in this scholarship had a special concern
about the social and personal consequences of the use of alcoholic beverages and narcotics, and Mrs. Green was especially
active in the p.omotion of alcohol education and legislation.
The proceeds of this endowment fund will be used for the
scholarship to be awarded annually to one or more qualified
students specializing in Sociology and Social Work with
special interest in the problems of modern society that are
reflected in alcoholism, drug addiction, delinquency, and other
personal and social problems, and who plan to direct their
efforts toward the prevention and solution of such problems.
Social Service Scholarship Program is sponsored by the
Division of Charities of the American Lutheran Church. Two
scholarships of $300 or three scholarships of $200 will be
awarded each year to students a t Augsburg College. The
recipients must be juniors or seniors of the Lutheran faith
who are enrolled in social work courses and plan to continue
training in a graduate school of social work. In addition to
scholastic achievement, a student's interests, aptitude, and
skills in working with people are considered in making this
award.
grants-in-aid
Grants-in-aid are available to students in good standing who
are in special need of financial assistance. In awarding these
grants, the Student Personnel Committee gives primary consideration to demonstrated financial need which is determined
by examining a statement of the resources and anticipated
expenses of both the student and his family.
employment service
An employment service, located in the Personnel Office,
assists students in obtaining part-time remunerative work.
Many students find it possible to pay part of their college
expenses with money earned in this way. The types of work
available are of various kinds, including recreational leadership,
restaurant work, domestic service, sales work, and secretarial
and clerical work. The college is concerned that employment
not interfere with a student's academic work. Therefore, it is
desirable that Freshmen have sufficient funds to pay their entire
expenses for at least one semester. Part-time employment may
then be secured in accordance with the need of the student
and his ability to handle extra work.
Students are employed by the college in several areas. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided
each spring by the Employment Service. Application for parttime or summer employment may be made in the Personnel
Office.
application procedure
Applications for admission to Augsburg
College should be made to the Director of
Admissions. Students may apply for
admission as soon as they have completed
their junior year in high school, and preferably before June 1 preceding the fall in
which the student seeks admission. No
applications are accepted after September
1. Early applicants gain an advantage both
in registration and housing. Notification
of admission is normally sent to a student
as soon as the application is complete.
Instructions for applying for admission:
(1) Obtain an application form by writing
or visiting:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
(2) Complete and return the application
form with a $10 application fee (nonrefundable) and a photograph.
(3) Request your high school to send us
a copy of your high school record and
test results. Transfer students will
request the previous college or
colleges to send an official transcript
of grades together with results of
standardized .tests taken.
(4) After acceptance, all new students are
required to make a $50 non-refundable
tuition deposit. This deposit may be
made any time before July 1; for those
admitted thereafter, it is due within
two weeks after notification of
acceptance.
(5) An interview on campus is encouraged but not required.
admission requirements
The quality of a student's work in high
school, type of course program, scores on
college aptitude tests, and recommendations are important factors in considering
an application. Augsburg College seeks
ADMISSION
TO THE
students who rank high in the high school graduating class, a t
least in the upper half, and score average or above on college
aptitude tests.
It is recommended that a student have a t least 12 academic
subjects in his college preparatory curriculum, which should
include four units of English, and at least two units each
of a foreign language, social studies, mathematics, and science.
A unit is defined as a course covering one academic year and
equivalent to at least 120 hours of classwork.
For entrance to the Freshman Class, either the tests of the
American College Testing Program (ACT) or the Scholastic
Aptitude Test (SAT) of the College Entrance Examination
Board is required.
A recent physical examination is also required. Students will
be provided with blanks to be filled out and returned to the
Student Personnel Offi,ce by August 15. The health report must
be received before the student will be permitted t o register.
transfer
Students are accepted by transfer from other colleges and
universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted
for liberal arts courses satisfactorily completed a t accredited
institutions. For graduation the total honor point ratio is
computed on the basis of work transferred together with that
taken a t Augsburg. A maximum of 64 semester credits is
allowed on transfer from a junior college.
advanced placement
Advanced placement is granted to students who qualify,
on the basis of work taken in high school or elsewhere, to
enroll in courses beyond the beginning course. Placement may
be determined by tests, or by the level and length of the course
previously completed.
advanced standing
Advanced standing, that is, college credit, is granted to
high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5
on the Advanced Placement Examinations.
'
I.
The influences which mould life and
character on a college campus are of many
kinds. While the exercises of classroom,
laboratory, and library form the organizing
basis of college activity, they need to be
supplemented by other than academic
forces. These intangible but very real supplementary influences have much to do
with creating the spirit of an institution.
At Augsburg definite emphasis is placed
upon the maintenance of a wholesome
spirit of Christian community living.
Students are urged to give conscious
attention to this personal and spiritual side
of their development and thus contribute
toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct
t - g the instituthe policies of A t ~ g . ~ h ~ lthat
tion may conslnntly I:e permeated by ail
atmosphere in which the qiresl for Truth
as it is in Christ is prayeiqfully rostercd
in each life.
All students are required to complete fourteen credit hours in courses offered in
Religion. 'l'liei~e are 1iurnerous voluntary
religious activities in which students are
encouraged to participate. Faith and Life
Week is helrl ~ w i c e each ycar. It is
assumed that every Augsburg student will
find a church home in Minneapolis and
attend its services regularly.
It is expected of each student that his life,
conduct, and influence, both on and off
campus, shall be worthy of a member of
a Christian College. Those who do not feel
drawn to this quality of life and to the
fellowship in which it is nourished should
not seek to be enrolled at Augsburg. A
truly Christian spirit and environment
must be the product of the united effort
and prayer of faculty, students, and
administration.
The Chapel Service
The heart of Augsburg's program of Christian education is the daily Chapel Service,
CAMPUS LIFE
where the faculty and students gather for united worship,
prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
recreation standards and discipline
Introduction
At Augsburg all the work of the college rests on certain
Biblical affirmations about human nature and man's relation
to God. The college regards the Christian life as the truly significant life. This life implies an intimate relation to the person
of Christ. In the content of this primary relationship, the
Christian also lives in a relationship to people, to events, to
things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to
be despised.
The Christian liberal arts college takes seriously these relationships and therefore seeks to educate the whole man. It
follows that one of its important responsibilities is to establish
recreational programs and policies that contribute to this end.
It should be clear, however, that in an age which is much
concerned with the pursuit of pleasure, a college like Augsburg
should never subordinate its academic program to leisuretime activities. On the contrary, the recreational program must
be in the context of, and be congruent with, the major intellectual quests of the college; and both must have as their goal
to help the individual to live an effectual Christian life in the
world.
The Program
In settirig up a recreational and social program, Augsburg is
conscious of its position as a coeducational Christian college
of liberal arts. The program takes into account the relationship between sexes and seeks to provide normal and healthy
opportunities for the expression of the mutual attraction of
the sexes. Augsburg offers a varied and selective recreational
and social program which gives preference to those activities
which are emancipatory rather than restrictive, those which
enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a variety of activities designed to meet
these requirements. The social program includes a number of
organized all-school events combined with many lessstructured activities designed for specified smaller groups. In
attempting to meet the needs and interests of all Augsburg
students, we make use of all existing facilities on campus and
many of those which are available in the Twin City area.
In seeking to develop a constructive recreational program,
some limitations have been placed upon certain other activities.
The college is opposed to all forms of gambling. It forbids the
possession or consumption of alcoholic beverages in dormitories, in any college-approved place of residence, or a t any
college-sponsored event. Any student found under the influence of liquor is subject to disciplinary action. Social, or
ballroom dancing, is not a part of the recreational program of
the college. Students are encouraged to be discriminating in
all types of recreation in which they engage, that their time
may be well spent, and strong moral and ethical values may
be developed. Such common activities as television viewing
and movie-going, for example, can easily become time-wasting
and even detrimental to the development of moral and ethical
values.
Without attempting to dictate to the individual conscience,
the college regards it as its right to ask its students to adapt
themselves to the social program approved by the college and
to follow it as members of the college community. Although
the college lays down specific rules regarding most matters
only with respect to activities centering on the campus, it
reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action
shall not be taken capriciously, but only after the available
campus resources of counseling and judicial processes have
been utilized. Thus, disciplinary problems are first dealt with
through counseling. Those not solved in this way are channeled to a faculty-student Judicial Council through the Office
of the Dean of Students. In all such cases, careful investigation
and the privilege of a hearing precede any disciplinary action.
religious program
The Religious Life Commission, composed of students and
faculty, endeavors to promote a religious program that will
stimulate growth of Christian life in the Augsburg community.
Chairman of this council is the student Commissioner of
Religious Activities. Areas for which this committee carries
primary responsibility are the Mid-Week services, Faith and
Life Weeks, prayer meetings, and informal group meetings and
discussions.
This Commission also serves as a coordinating agency for all
voluntary Christian organizations on campus. The principal
organization is the Student Christian Association. The SCA
seeks to serve as a stimulus and outlet for Christian faith
and life. Students participate in regional and national Lutheran Student Association of America Conferences, and conduct a
schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship,
worship, and service. A highlight of the year is the Mission
Festival, a conference devoted to the study of missionary activity and recruitment of workers.
convocation
Regular convocations are held each Thursday throughout
the year. These programs acquaint the campus community
with outstanding personalities in various fields. A wide range
of interests is covered, including the scientific, political, social,
religious, and artistic.
social and recreational activities
Students at Augsburg are given many opportunities for
social training and recreation. The Student Council through the
Commissioner of Social Activities, assisted by a Programming
Commission, sponsors a wide variety of activities each month
and an all-school activity which all students may attend. Most
of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women
Students and a number of other organizations sponsor teas,
dinners, and social affairs on and off campus.
Music and the Fine Arts
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational
and cultural advantages which the Northwest has to offer.
Excellent art collections are to be found in the Minneapolis
Institute of Arts and the Walker Art Center. The Twin City
libraries are extensive in their services. The Historical Museum
in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and
other concerts afford rich opportunity for the enjoyment of
music.
Many students and faculty attend Minneapolis Symphony
Orchestra concerts by virtue of a special college season ticket
arrangement. Season tickets are available also for other University concerts and for drama productions a t the University
and Tyrone Guthrie Theaters.
A monthly bulletin, Augsburg Plus, listing programs, concerts,
a r t displays and exhibitions is compiled and issued from the
Student Personnel Office.
student government
The Student Society consists of all full-time and part-time
students enrolled a t Augsburg College.
The central concern of student government is focused on education to the end that individuals may develop their full
capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the
democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president,
resides in the executive branch. The Executive Council consists
of six commissioners-each responsible to the president for
one of the major areas of student life. Eight boards also assist
him in his work.
The Student Council, presided over by the vice-president, is
the twenty member legislative branch of the government.
Each of the college classes has its own officers and participates
in student government through its representatives on the council.
The Judicial Council is a student-faculty judiciary, whose
rulings are subject to appeal only to the President of the
College.
The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers
legislation adopted by one group or the other which affects
the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration.
The Student Society is a member of the National Student Association, the largest representative national union of students
in the United States. Through this organization the students.
receive programming aids for use on the campus, and add
their voice to the voice of all American students before the
national government and other organizations in matters of
student concern.
The Student Goyernment directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political
Action Week, Homecoming, Student Lecture Series, Academic
Freedom Week, College Union Study, and Development Council. Counseling of Freshmen by upper-class students is conducted through a College Brother-College Sister Program as a
part of Freshman Orientation.
Associated Women Students, composed of all the women
students, provides opportunity for the women to develop
meaningful self-government. It aims to create a sense of
harmony and fellowship, to promote and maintain high
standards of honor and integrity in personal conduct, and it
encourages participation in all college activities. It is affiliated
with the Intercollegiate Associated Women Students, a
national organization.
Publications
The college newspaper, The Augsburg Echo, is published by
a student staff. The Echo serves as a voice of the student body
as well as a medium of information. The Echo provides an
opportunity for experience in the many phases of journalistic
work.
Augsburg's yearbook, the Augsburgian, provides a pictorial
record of the activities of the year. Work on the annual
provides opportunity for creative expression in artistic design
as well as in photography.
The Publication Commission is comprised of the editors;
business managers, and advisers of the Augsburgian and the
Echo. The chief responsibility of the Commission is to select
editors and business managers for the campus publications.
The "A" Book is a student handbook which is compiled by a
student editor in conjunction with the Office of Student
Personnel Services.
The Directory of students, staff, and faculty is published under
the direction of the Registrar.
co-curricular program
The enthusiasm and energy of students motivate them to
pursue their interests beyond the classroom. For most effective
participation, students with similar interests have united to
form clubs. Several of these are extensions of courses beyond
the classroom. Others are devoted to interests not offered in
the curriculum. New clubs are formed as the occasion demands.
The Art Club is an informal organization to satisfy the
students' creative urge in the field of art and to promote an
interest in art.
The Biology Seminar furnishes opportunity for informal study
in the biological sciences.
The Business Club draws membership from the business and
secretarial classes. The development of professional interests
is the major objective.
The Augsburg Chemical Society is open to both majors and
minors in chemistry. The meetings consist of seminars on
current topics in this specific area.
The Augsburg Forum affords opportunity for joint studentfaculty discussions of vital, controversial issues.
The Cosmopolitan Club brings together foreign and American
students who have a mutual interest in the culture, language,
and people of the various countries.
The Augsburg Society for Dramatic Arts provides for its
members an opportunity to learn from participation in stage
presentations and from field trips, as well as from reading
and seeing plays produced. Membership is open to all students.
Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is
open only to qualified upper-classmen.
The Electronics Club is open to anyone interested in the field
of radio and electronics. Members operate an amateur radio
station on the campus.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in
professional education associations and strives to acquaint
future teachers with the importance of teaching as a profession.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Home Economics Club, open to all students in the Home
Economics Department, aims to promote professional attitudes
toward all aspects of home and community life.
The Psychology Club promotes interest in various fields of
psychology.
The Augsburg Republican Club and Democrat Club aim to
stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national
politics, and in other human-relations activities.
The Ski Club is a recreation group promoting interest and
developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish
culture to students in an informal way.
The Sociology Forum is an organization of students preparing
for professional work in the field of Social Service.
The Ushers' Club is a a service organization providing
ushers for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative
expression in various forms of writing. The members share
their literary efforts in an informal atmosphere, and benefit
from mutual criticism. They publish "The Arkai," a collection
of the best creative writing each year.
The "A" Club is limited to men who have won a major A at
Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond
of fellowship, and to keep the athletics of Augsburg on the
highest possible plane."
The Women's Athletic Association at Augsburg is a member
of the Minnesota Athletic Association of College Women.
Membership in this organization is gained by participation in
individual and group recreational activities with awards given
on a point basis.
Forensics
Augsburg College participates in intercollegiate debating, both
in Minnesota and in the neighboring states. Students may also
participate in local and intercollegiate oratorical contests.
The Genung Endowment
The Genung Endowment was established in 1963 by Harry S.
Genung and De Ette Cenfield' Genung to perpetuate their
interest, concern, and activity in the improvement of international relations. The income from the fund is made available
each year to assist a student group a t Augsburg Col.lege to
carry out a project for the improvement of international
relations on a student to student level.
musical organzzatzons
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes
on tour each year to various parts of the United States and
occasionally to Canada. A tour of Europe is planned for June,
1965.
The Augsburg College Concert Band makes an annual tour
and presents public concerts in Minneapolis. There are also a
Collegiate Band and Instrumental Ensembles.
The Augsburg Cbllege Cantorians, a women's chorus, participates in school programs and concerts and makes short tours
annually.
The Male Chorus sings a t various churches in the Twin City
area and makes short tours in the vicinity.
The Augsburg College Orchestra, organized in 1963, performs
frequently on campus. The orchestra gives programs of
standard repertoire for orchestra alone as well as with soloists
and choral groups. The string ensemble class provides
opportunity for students interested in improving fundamental
string technique.
physical education and recreation
Under the direction of the Department of Physical
Education, a wide range of recreational activities is arranged
for general student participation. Every student is urged to
participate in some activity for his own recreation and
relaxation.
An intramural program provides competition in a variety of
team sports as well as individual performance activities.
Climaxing the intramural program is the Extramural Meet, a
tournament for the winners of intramural schedules in various
colleges.
Intercollegiate Athletics
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams
in football, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
Purpose and Philosophy of Intercollegiate Athletics
It is the purpose of Augsburg College to provide an
intercollegiate athletic program which is in harmony with its
Christian philosophy. This philosophy is to be reflected in the
conduct and outlook of both the players and the spectators.
The educational program of the college recognizes that
recreation and play are a fundamental part of human life, and
that this phase of life needs to be cultivated if physical, mental,
and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the
fact that competitive play can contribute to the development
of student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The
student participating in athletics should acquire and exhibit,
both in and out of athletics, such basic qualities of character
as self-discipline, honesty, sense of fair play, and cooperation.
(2) The participant should develop the knowledge, interests,
and skills which will be of special use to him in such vocations
as teaching and coaching or recreational leadership, or in his
own recreational activities. Far from being set apart from his
educational goal or in any way competing with it, the student's
participation in intercollegiate athletics must either contribute
directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and
exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high-grade
performance on the part of both opponents and fellow-students,
and respect for individual personality. (4) The intercollegiate
athletic program should contribute to the development
of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and
general recreational program.
eligibility requirements
In order to participate in certain extracurricular and
cocurricular activities, students must meet established
eligibility requirements.
Eligibility for participation in intercollegiate athletics is
governed by the rules of the Minnesota Intercollegiate Athletic
Conference.
A student on academic probation is not eligible to be a candidate for any elected or appointed campus office including
Student Council, Commissions, class and organization offices,
nor is he eligible for cheerleading or student publication participation. This list is not inclusive and other activities may
be designated. The Chairman of the Election Board is responsible for checking the eligibility of all candidates for Student
Society and class offices with the Assistant Registrar. Organizations should submit names of candidates for office to the
Coordinator of Student Activities for approval.
A student on academic probation may not participate in the
Augsburg Choir or the Augsburg Band or in a major role in
a dramatic production without special permission from the
Committee on Admissions and Student Standing.
honors and awards
On the 1927 Class Cup for Scholarship Trophy is engraved
the name of each student who has achieved the highest scholastic standing in his college graduating class. He must have
attended Augsburg for a t least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to English majors who have attained a high scholastic
average and have presented a paper on a literary topic before
a public audience.
The purposes of the Timia Society, the Augsburg honor society,
are to recognize academic achievement and to promote
scholarship. Juniors and Seniors who have earned a 2.5 honor
point ratio accumulative are eligible for membership, while
Freshmen and Sophomores with a 2.25 honor point ratio may
be admitted as pledges. Applications for membership are made
a t the Registrar's Office a t the beginning of the semester in
which the student is eligible.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association
of College Honor Societies. A high level of scholarship in the
social sciences is required for election to membership.
The Augsburg Guild of Honor is an organization to recognize
and honor those members of the senior graduating class who
have shown themselves to be individuals excelling to an outstanding degree in scholarship, leadership, and participation
in extra-curricular activities.
The Dean's List includes students who have achieved an honor
point ratio of 2.5 or better in the previous semester of work
at Augsburg College.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged
to be the most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college
as a prize to arouse interest in oratory. The name of the winner of the annual contest is engraved upon the cup, which is
to remain in the possession of the college.
student personnel services
Institutional services to students are organized and
administered in accordance with plans and policies established
by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation,
Student Records, The Student Health Service, Housing and
Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students.
Admissions
Pre-college counseling, educational and vocational, is available
from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes as the counselors travel throughout the Upper Midwest.
Prospective students are encouraged to visit the campus if a t
all possible. Other information concerning admission and
entrance requirements can be found in another section of the
catalog.
Counseling
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning
experiences offered a t Augsburg College. Matters such as
uncertainty over vocational choice or educational planning,
religious uncertainty, health, financial problems, personal and
social adjustment and personal deficiencies can interfere with
the learning process and are dealt with in counseling sessions.
It is hoped that through counseling, students will develop more
realistic conceptions of themselves and the surrounding world,
and keener awareness of resources available to them as they
meet the problems of daily life.
At Augsburg the counseling process is carried on a t several
levels. All faculty members participate in the counseling
program, and each new student is assigned to a faculty
counselor who works with him until he chooses a major field
of study. At that time, the major adviser becomes his
counselor. In addition, there are faculty members who have
specialized training in counseling and techniques for dealing
with problems of adjustment. The Dean of Students and the
Dean of Women are special counselors to the men and women,
respectively. The counseling program is coordinated by the
Office of the Dean of Students in accordance with the plans
and policies established by the Student Personnel Committee.
Students who have personal problems are encouraged to seek
help through counseling conferences. If a serious problem
develops which demands professional skill and more time than
the professor has to spend in counseling, the student is
referred to the Office of the Dean of Students or Dean of
Women. A further referral may be made to the College
Chaplain, in the case of spiritual problems, or to the College
Physician, in the case of underlying emotional problems. The
College Physician works with the Personnel Deans in the
latter case.
Testing
All new students are given a battery of tests during Freshman
Days. College aptitude scores, English, and reading ability
scores are used by counselors to help students plan their
initial programs. Personal adjustment scores and the vocational
interest test profile help the students learn to know more about
themselves, in order to make the best choice of subjects and
occupational goals. The Sequential Tests of Educational Progress (STEP) are given to all sophomores. Seniors take the
graduate record examinations.
Freshman Orientation
Freshmen and other new students participate in Freshman
Days before the beginning of classes each semester. The
students take tests, attend classes, inspect the college
facilities, and become acquainted with their fellow students,
with the faculty, and especially with their own faculty
counselors. The faculty counselors and students have several
conferences during which they plan the student's program
of study.
A special course in improvement of reading is offered for
interested students. Freshmen who expect difficulty with the
increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this
course.
Records
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission data, academic achievement, student participation and
achievement in non-academic activities, test scores, reports
of counseling and other information.
The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
The Student Health Service
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located
in Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the
report of a physical examination given by his family physician.
Corrective treatment is prescribed where needed.
Students, faculty, and staff have chest X-rays taken annually
through the cooperation of the Hennepin County Tuberculosis
Association Mobile Unit.
Housing and Food Service
In its residence program, the college aims to develop in the
students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes
that students' happiness, comfort, and emotional adjustment
in the residence halls are direct influences on their general
efficiency in the classroom.
In an effort to provide these opportunities for development
while maintaining optimal living conditions, active student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the
Director of Residences for Women, the Head Residents, and
Personnel Deans.
Upper-class students serve as counselors in the residences and
attempt to help residents with problems of personal adjustment. The Head Residents and Personnel Deans serve as
resource people for these counselors and handle cases referred
to them.
All women students and freshman men students not living a t
home are required to live in college-operated housing. Students
desiring to reside in the city with relatives must first secure
approval for such an arrangement from the Student Personnel
Office. All students living in the residences and most students
in off-campus housing take their meals in the college dining
room. The college also provides two houses for women with a
cooperative house plan.
Residence halls are open to students a day before regular
schedules become effective, and they close a day after the
term closes. Students who wish to stay in residence during
vacations must apply for the privilege. Rooms are furnished
except for bed linen, towels, blankets, and bedspreads. Laundry
facilities are available in each residence. Bed linens and towels
may be rented with laundering service a t a reasonable cost.
This service is required of all women students in Gerda
Mortensen Hall. An optional linen service is available to other
students.
Students engage a room at the beginning of the fall semester
for the entire school year. Room reservations with deposit
of $25 are required of all single students. This deposit is
applied to the first semester's room rent. Rooms for new
students are assigned in the late summer according to the date
of application. Present students must make room application
prior to May 15 and submit the room deposit by July 15. After
May 15, reservations for present students are assigned on the
same basis as for new students. Students who find it necessary
to cancel their room reservation will receive full refund of the
deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15
breakage fee a t the beginning of each school year. At the end
of the year the fee is refunded if the condition of the room and
the furniture is satisfactory.
Graduate Placement
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business,
governmental, welfare, and educational institutions and
organizations at the local as well as the state and national
levels. Jntervicws are arranged both on and off the campus. A
registration fee and a small placement fee are charged.
Student Employment
An employment service, located in the Student Personnel
Office, assists students in obtaining part-time remunerative
work during the school year, Christmas vacation, and summer.
Coordination of Student Activities
The Coordinator of Student Activities assists student officers
to maintain effective functioning of student activities, and
keeps on file the club constitutions, rosters, and schedules of
meetings. Faculty advisers to student organizations are
approved by the Coordinator.
The program of student activities is a primary responsibility
of the Executive Council and the Student Council which is the
legislative body of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared for the Echo by the
Student Personnel Office. The college Master Calendar is kept
by the Coordinator of Student Activities assisted by the chairman of the Commission on Student Organizations.
I
4
registration
Students who have been accepted for
admission should register on the days
designated in the Calendar for this
purpose. Those who register late are
charged a late registration fee of $1 per
day after classes begin. The last date on
which a student may register for or enter
a course is two weeks after the beginning
of classes.
Registration means that the student
accepts all the rules and regulations
established by the school.
No credit will be given a student for any
subject for which-he has not registered.
The college reserves the right to cancel
any course for which there is not sufficient
registration.
The normal registration is 16 credit hours.
A credit hour is defined as one recitation
period a week throughout a semester. The
privilege of registering for more than 18
credit hours is granted to students who
have gained an average record of B, or
two honor points per credit, in their previous college studies. Exceptions to this
rule may be made under certain conditions
determined by the Committee on Admissions and Student Standing. No student is
permitted to carry work for more than 20
credits per semester. Students working
part-time are urged to arrange the amount
of their registration accordingly.
change of registration
and cancellation
In case a student desires to make any
changes in his registration, he obtains a
form from the Registrar's Office on which
he makes application. Approval of the
teachers concerned, the student's adviser,
and the Registrar must be obtained before
a change is permitted. A fee of $1.00 is
charged for each change of registration
ACADEMIC
ADMINISTRATIOP
after the first week of classes. No course may be added after
the first two weeks of classes.
A course which is cancelled during the first six weeks of
classes is followed by W. After the first six weeks and before
the last four weeks of the semester a course which is cancelled
is given a grade of WP if the student is passing and WF if he
is failing the course. No course may be cancelled during the
last four weeks of the semester.
A student who finds it necessary to leave school before the
end of a semester must cancel his registration at the Registrar's
Office in order to remain in good standing.
university courses
By arrangement with the University of Minnesota, students
may register for courses at the University. But such registrations will not be allowed unless the student has a C average
in his courses at Augsburg. Also, the combined number of
credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg
College and counted towards graduation.
classification
In order to be classified in one of the regular college classes,
a student must be carrying a minimum of twelve hours of
work in which college credit is given. Classification is based
on the attainment of the following number of credit hours
together with an equal number of honor points: Sophomore, 24;
Junior, 58; Senior, 92. Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as
special students.
pro bation and elimination
The Committee on Admissions and Student Standing at the
end of each semester, considers the status of students who
have done unsatisfactory work. Freshmen who obtain honor
point ratios of .5 or below, Sophomores .6 or below, Juniors
and Seniors .8 or below, as well as students with 6 or more
credits of F, at the end of a semester, are placed on probation.
They are removed from probation when they obtain better than
C average for a semester. A student is not allowed to remain
in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic
record.
F
class attendance
Regular class attendance is required of all students in Lower
Division Courses. Attendance in Upper Division Courses is
voluntary for Juniors and Seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of
attendance is kept and periodic reports on absences are
submitted to the Registrar.
Students who find it necessary to be absent because of illness
or for other reasons should present to their teachers a written
report of the reason for absence. A student will receive a grade
of F if the number of absences for which he has not presented
acceptable excuses is excessive as defined by the instructor of
that class.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of
participants, with information as to exact periods absent, are
issued by the Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving
in class late must assume responsibility for reporting their
presence to the teacher.
examinations
Tests are given periodically throughout the semester. In the
course of each semester, reports of the grades attained are
made to the Registrar who forwards them to the counselors
and students. Final reports are sent at the close of each
semester to the parents and students.
Written examinations are regularly scheduled at the close of
each semester. No student or class may arrange to take a final
examination in any course before the examination week.
Absence from a final examination without a sufficient reason
will result in a grade of failure in the course concerned. A
student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an
excuse, may arrange to take such an examination during some
period after the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the
College to take a final examination a t another hour than that
scheduled, he is charged a fee of $5 for such an examination.
Before the student takes the examination, he must obtain a
statement from the Registrar's office and bring it to the teacher
concerned.
comprehensive examinations
Comprehensive examinations may be permitted in courses
in which the Committee on Admissions and Student Standing
believes the student has adequate preparation or background.
Students who wish to take a comprehensive examination must
apply in writing to this committee. When permission is
granted, the necessary approval forms may be secured at the
office of the Registrar. A fee of $5.00 ($10.00 for students not
currently enrolled) is charged for each credit hour and must be
paid in advance. Examination questions and the answers will
be filed in the Registrar's office.
grade values
A
- - - - - - - - - Superior, 3 honor points per credit
B - - - - - - - - - - - - - - - - - - - Very good, 2 honor points per credit
Satisfactory, 1 honor point per credit
C
D
Passable, no honor points per credit
F
Failure, minus 1 honor point per credit
..
E
Condition
I ------ --- -- --- --- --- - - - - - - - - - - - - - - Incomplete
-
-
-
-
_
,
-
L
-
-
-
L
L
-
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
L
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
2
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
u
-
-
-
-
-
-
-
-
-
-
-
2
L
L
-
-
-
-
-
-
-
-
-
conditions and incompletes
A condition or an incomplete received a t the end of the
semester must be removed within the first six weeks of classes
of the following semester, or within a year if the student has
not re-enrolled. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes
a failure and the incomplete may be changed to a passing grade
only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may
not be higher than D. A fee of $5.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
graduation requirements
In order to qualify for the Bachelor of Arts degree, certain
requirements must be met with regard to credits, courses, and
grades. A student who plans to graduate from Augsburg is
urged to study the requirements as outlined in this section of
the catalog and in the department in which he plans to major.
It js the responsibility of the student to see that he includes
the required subjects at the right time in his program of
studies. The faculty advisers, the deans, and the registrar will
gladly assist him in planning his program.
general education requirements
For a general college education and as a basis for study
in professional fields, students are required to complete credits
as indicated in the following fields:
..
Religion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 credits
At least 8 credits in lower' division courses and 4 in upper
division. A maximum of 3 credits from courses 51, 52, 54 may
apply. For transfer students, the requirement is an average of
2 credits per semester of attendance.
Freshman English - ---,,-,-,--- 6 credits from Eng. 11-12
-,
--,
,,- - - - - - - - - 3 credits
Literature or Philosophy - - - - Beginning Speech ,---- - - - - - - - - - -- -,
,--,
,2credits
--Fine Arts -- ,-,
,
,-,
_-,-- - -- ,--:-- ,,-,,,,-,
-- 2 credits
Art 1, 83, 84; H.Ec. 3, 64; Mu. 4, 7; or Sp. 29
Foreign Language - - - - - ,----,
,--, ,- - - - - - - - 0-14 credits
0 - If four years of one language have been successfully
completed in high school.
6 - If student has sufficient background in the language
to enroll in the intermediate course.
14 - If student has only one year or less of a foreign
language in high school.
Students with two years of a foreign language in high school
should normally be prepared to enroll in the intermediate
course in college; if not, they may enroll in the beginning
course, but will receive credit only for the second semester
of it.
Social Sciences .._ . -.- .... _ .. - _ - - - .- - - - - - _ _ - .- - - - - - 6 credits
Hist. 1, 2; 21,22; Soc. 1 , 2 ; or Econ. 15, Soc. 2
Natural Sciences - - - _ - - - - - _ - - _ - - - - - - - - - - - - - - - - - 9 credits
At least 3 credits must be in the biological sciences, and 3 in
the physical sciences
Physical Education - - - - - - - - - - - - - - - 1 credit from P.E. 3 and 4
All students are required to take an English test a t the end
of the sophomore year and must demonstrate a proficiency
in writing in order to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion
of the general education requirements in four years, exemption
or modification of these requirements may be sought through
petition.
Major and Minor
All students are required to complete a major for graduation.
The major subject is determined by the student's aims as well
as by his particular interests and aptitudes as shown in the
quality of work he does in lower division courses.
Application for major must be made to the Head of the
Department offering the major. Majors are offered in the
following areas:
Business Education
Religion
Art
Home Econo'mics
Philosophy
History
Medical Technology
Greek and Latin
Sociology
Biology
English
Social S'cience
Physics
German
Psychology
Chemistry
French
Elementary Education
Natural Science
Spanish
Business Administration
Mathematics
Speech
Economics
Physical Education
Music
1
Except with special majors such as music, business education,
home economics, and combined natural science, students in
the teacher education curriculums should complete a minor
as well as a major.
For major and minor requirements as to hours of credit see
departmental statements.
Electives
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge
and culture, as well as among the correlatives of the major.
A maximum of 40 credits in one department is permitted to
count toward graduation. Juniors and Seniors should, as a rJle,
choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or above. At least
36 credits in the Upper Division Courses must be completed
for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation
period a week throughout one semester.
I
1
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with
a grade of A.
Residence Requirement
To receive the A.B. degree, the candidate must spend at least
the concluding year for such a degree in residence.
degree with distinction
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point ratio
Summa Cum Laude ,-,
,
-,
- - -,
- - ,-,
--,
- - - - ,- - - 2.8-3.0
Magna Cum Laude ,,- - - - - - - - - - - - - - - - - - - - - - - - - 2.5-2.79
Cum Laude ,,,,,,-,
,
- -,
-,
- - -,
,
- - - - - - - - - - - - - - - 2.1-2.49+
To be eligible for these honors, the student must have completed a t least two years of work at Augsburg, and his record
a t Augsburg, as well as his total record must meet the requirements as given above.
+
I
courses onered
Descriptions of the courses offered in
1964-66 are given on the following pages.
Unforeseen circumstances may necessitate
making changes. Courses with inadequate
registration may be cancelled. Students
should consult the schedule of classes to
determine definitely the current course
offerings.
numbering of courses
IJ Odd numbers are used for first semester
courses and even numbers for second semester courses. The Roman numerals I,
I1 after the descriptive title also indicate
the semester in which the course is to be
offered.
Numbers 1 through 49 indicate lower division courses which are primarily for
freshmen and sophomores. Numbers 50
through 99 are upper division courses
intended for juniors and seniors.
Two course numbers joined by a hyphen
(1-2) indicate that the course is a continuation course and both semesters of it must
be completed before credit is given. Course
numbers separated by a comma (1, 2)
indicate that it is a year course, but
students may receive credit for one
semester without completing the other.
symbols
t Continuation course. To receive credit for
this course a student must complete both
semesters.
# Course may be taken with consent of
the instructor irrespective of prerequisites.
credits
0 Credits shown are in terms of semester
credits. For continuation courses, the total
COURSES
OF STUDY
credits for the year are given. A two-credit course generally
meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting
per week are more than the credits given. A semester is
approximately 18 weeks in length. The normal load for a
student is 16 credit hours per semester.
divisional organization
The college courses are organized into four divisions in
order to make interdepartmental coordination more convenient
and cooperative aims more easily achieved. A chairman is
appointed for each division.
Major and minor requirements are indicated in the departmental statements.
Division of Religion and Philosophy
Religion
Philosophy
Division of the Humanities
Greek, Latin
English, Speech
German, Scandinavian, French, Spanish
Music, Art
Division of the Social Sciences
History, Political Science, Geography
sociology
Psychology
Education, Library Science
Business Administration, Economics
Business Education
Home Economics
Division of Natural Sciences and Mathematics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
division of
RELIGION A N D PHILOSOPHY
Mr. P. A. Quanbeck, Chairman
Through the study of religion and philosophy, the individual is appraised of those realities which are central to the
problem of human existence. The student is encouraged to
seek to understand himself and his relation to the world within
the framework of the Christian Faith. The goal is the
development of an informed and integrated Christian person
who is equipped to participate responsibly in the life of the
Church and of society.
DEPARTMENT OF RELIGION
Quanbeck, Mr. Sonnack, Mr. Helland, Mr. Halverson,
Mr. Benson, Mr. Mandsager, Mr. W. Johnson, Mr. Strommen.
Mr. P. A.
The courses in religion are designed to give the student a working
knowledge of the Bible and an acquaintance with the life of the Church
through the study of its history, its beliefs, and its mission.
The graduation requirement includes 14 credits in religion. Of these
credits 8 must be in the lower division, and at least 4 must be upper
division. Not more than 3 credits earned in any of the courses numbered
51, 52 and 54 may be applied to this requirement. Freshmen are required
to take courses 1 and 2, and sophomores a r e required to take courses
3 and 4, Courses 1, 2, 3, and 4 are prerequisites for all upper division
courses. Requirements for transfer students will be determined a t the
time of admission.
A religion major is recommended as prcgn~.niion for cwecrs in parish
education, parish work, youth work, m d paris11 administration. Majors
must consult with the chairman of the department wgardlng their
course of study.
Major, 28 credits, Minor, 22 credits. Six upper division credits in Greek
may apply toward the major in religion.
See under Curriculums for a suggested course of study.
2, 2 crs,
1, 2, Basic Bible. Fr. I, It.
A brief Inhoduct,ion to Ille Rilllc iollc)wed by a study of the Old Testament, inclucling the history of Israel and spccial ~tlentionto one .or two
Old 'l'cslanlent books. 'l'hc second semester is devoted to the study of
the Ncw Tcstan~ent with special nllcntion to two or three I m k s includi~lgRomnns. read in^ nssignrrle~~ts
incllrd~1Re entile New Testament.
Special sectron Fora st.ucIenls selected for the honors pmgram.
2 crs.
3. Church History. I.
A survey of the institutional development of the Christian Church, with
the purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
4. Christian Doctrine. II.
2 crs.
TIlc fundarnenla1 doct~jnesof the Christim Faith and the historical developo~en(of some of these doctrines. The si.gnillcance of the ecumenical
creeds and the Lutheran confessional writings.
UPPER DIVISION COURSES
51. Principles of Christian Education. I.
3 crs.
Seeks to develop a fundamental understanding of Christian education,
its history, objectives, curriculum, and administration, especially as
applied to Sunday School and Vacation Bible School teaching.
52. Parish Work. II.
2 crs.
Seeks to familiarize the student with the work of parish organization
and visitation. Class lectures are supplemented by actual field work.
54. Youth Work in the Church. II.
2 crs.
A study of principles, methods, and materials in youth work for the
purpose of developing effective Christian leadership in this sphere.
61. History of Religions. I.
3 crs.
A survey of some of the major religions of the world. The origin and
development of these religions and their influences today. Includes readings in the sacred writings of the religions studied.
62. The Mission of the Church. II.
3 crs.
A study of some of the ways in which the church has sought and seeks
to be the church and proclaim the Gospel in the world.
66. Hymns and Music of the Church. II.
See course 66 under the Department of Music.
3 crs.
3 crs.
71. The Early Christian Fathers. I.
The development of certain Cundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early c l ~ u r c h .
3 crs.
72. Protestantism in America. 11.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture.
3 crs.
81. The Gospels. I.
The nature of the Gospels. The life and \vork of Jesus. Particular attention to His teaching concerning the Kingdom of God.
3 crs.
82. Life and Epistles of Paul. II.
A survey of the life and work of P a u l , with a study of some of the
leading ideas that emerge from his writings.
3 crs.
83. The Message of the Old Testament. I.
The various types of Old Testament literature. The distinctive ideas of
H e b r e ~ vthought with emphasis on the message of the prophets.
91. Introduction to Contemporary Theological Thought. I.
3 crs.
A study of some representative trends in Christian theological thought
today, a s seen from the perspective of the enduring theological task of
the Christian Church.
92. Christian Ethics. 11.
3 crs.
The basic principles of ethics from a Christian point of view. Their
application to selected personal and social moral problems.
3 crs.
94. The Christian View of Man. 11.
The Christian doctrine of m a n and salvation. I t s uniqueness and relevance to certain other contemporary views of the nature and destiny
of man.
DEPARTMENT OF PHILOSOPHY
Mr. Halversol~,Mr. Jolil~so~i
The courses in philosophy seek to assist the student to become conversant with the great men and intellectual movements in the history of
Western civilization, to cultivate a n understanding of the principles of
sound reasoning, and to develop a mature understanding of the foundations of our knowledge in such areas as science, religion, and morals.
Major, 27 credits. Minor, 18 credits. Courses 21, 23, 51, 52, 53 are required for the major and the minor.
See under Curriculums for a suggested course of study.
3 crs.
21. Introduction to Philosophy. (Offered both semesters.)
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
3 crs.
23. Logic. (Offered both semesters.)
A study of the formal rules of sound reasoning. Topics discussed include: the nature and functions of language; fallacies in reasoning;
definition; principles of deductive reasoning; induction; a brief i n t r e
duction to the notation of modern symbolic logic.
UPPER DIVISION COURSES
3 crs.
51. History of Philosophy: Ancient and Early Medieval. I.
An historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas.
3 crs.
A survey course in which the development of Western philosophical
52. History of Philosophy: Late Medieval and Early Modern. 11.
thought is traced from the breakdown of the Medieval synthesis to the
systems of Kant and Hegel.
53. History of Philosophy: Recent and Contemporary. 1.
3 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. (Offered 1965-66)
3 crs.
54. Seminar in the History of Philosophy. Prereq. #. II.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. (Offered 1965-66.)
73. Philosophy of Science. Prereq. #. 1.
3 crs.
A study of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions, and p r e
cedures. (Offered 1965-66.)
85. Philosophy of Religion. Prereq. #. 1.
3 crs.
An inquiry into the nature of religious faith and experience, with special
attention to the problem of the nature of religious language. (Offered
1964-65.)
86. Ethics. Prereq. #. 11.
3 crs.
An inquiry into the nature of moral experience, and an analysis of
the language of moral discourse. (Offered 196465.)
91, 92. Independent Study. Prereq.
#. I,
II.
1-3,
1-3 crs.
For philosophy majors. Individual study and research on some philosophi-
60
cal topic of interest to the student, worked out in consultation with the
head of the department.
division of
THE HUMANITIES
Mr. Thorson, Chairman
It is the purpose of the Division of the Humanities to
transmit to the students a knowledge of and interest in the
cultural heritage of mankind, and t o assist the student in
finding his place within this culture. The Division seeks to
stimulate the student's desire t o acquaint himself with the
cultural treasures as these are found in language, literature,
and the fine arts, and to seek an expression of these upon the
basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK AND LATIN
Mr. Colacci
The courses in this department aim to give the students a direct insight
into our Biblical and classical heritage. New Testament Greek is a tool
by which a student may gain a more complete understanding of the
Scriptures. A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
,Oombined Major in Greek and Latin: 20 credits in New Testament
Greek and'l4 credits in Latin.
See under Curriculums for a suggested course of study.
N e w Testament Greek
~ h o Show less
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at th... Show more
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College's
graduate programs. Although information was current at the time of publication, it is
subject to change without notice. The written policies in the catalog are the College
policies in force at the time of printing. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions
about anything in this catalog, consult the Adult and Graduate Admissions Office, the
graduate program directors, or the registrar. Key offices are listed on page iv for
correspondence or telephone inquiries.
Published December 2008
www.augsburg.edu
:1
/
A Greeting from the President
I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are
part of a select and discerning group of professionals who seek to find a graduate program that combines an
excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats
that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the
Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN),
Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of
Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the
opportunities they provide students to expand decision-making and strategic skills. The programs do so in an
environment that encourages students to transform theory into action and classroom experience into personal
and professional achievement.
Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse
campus community.
For our graduate programs, this mission helps to shape an innovative educational experience that features
expansive perspective on social responsibility, economic realities, business initiative, and environmental
sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student,
find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality
educational experiences, personal attention, and opportunities to expand your personal and professional talents
and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society,
the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in
their communities and places of work. We believe that the liberal and professional arts and sciences form the
best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and
challenging field experiences for courses that include real-life learning through academic internships,
experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses
for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared
for the range of experiences and perspectives that characterize today's global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in
state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of
experienced people who quickly form your network of employer connections and career opportunities. We
encourage our alumni to become your mentors and build on our city connections through public events,
including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one
another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to
participate in an international learning experience-for example, travel seminars to our global campuses in
Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members
from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our
Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a
diversity of cultures and faiths .
Although each graduate program has its own "neighborhood" and unique features, we encourage
interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage
both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging
our undergraduate students to consider graduate work. This means that sometimes you may be encouraging
classmates who are just beginning to imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to
meet you.
Sincerely,
~C.~
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
ii
Rosemary]. Link
Associate Vice President of Academic
Affairs and Dean of Graduate Studies
Table of Contents
Directory of Offices and Programs . . . ... . ... . , .iv
Introducing Augsburg College ........ ... .. . . .
History ........................... .. ... .. l
Minneapolis and Rochester Locations .. ... ... . .2
Accreditation, Approvals, and Memberships . . . . .3
Facts and Figures .... . ................ . ... .4
Academic Programs and Policies
Academic Calendars ........... . . _. ..... . .. . .5
Academic Policies . ... ....... . .. .. . . . . ..... .5
Evaluation of Transfer Credit ..... . , ... .... . . .6
Student Rights ................. . . . . ... . .. . .6
Graduate Admissions
Admission to Augsburg College .... ... . .... . .. 9
Readmission to the College ....... . ........ . . .9
Admission of International Students .... . ..... .9
Financing Your Education . . .. . . . .. ... ...... .
Costs of Study .......... . . .... ..... ... . .. . 11
Payment Options . . .. . .. . .. ... .... ... .. .. . 11
Sources of Financial Aid .. , . . ... , .... . . . ... . 11
Applying for Financial Aid ... . . . ...... .... .. 11
Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12
Graduate Programs
Master of Arts in Education ................. 14
Master of Arts in Leadership ...... ...... ..... 26
Post-Master's Certificate in Leadership Studies
] oint degree in Accounting and Leadership
Master of Arts in Nursing .................. .36
Master of Business Administration ........... .44
Master of Science in Physician Assistant Studies .52
Master of Social Work .. .... . ......... .. .... 60
Dual Degree with Luther Seminary
College Information
Maps (Minneapolis and Rochester campuses) . , .74
Augsburg Board of Regents ............ . . ... .75
iii
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Adult and Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Bool<store: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Registrar's Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Director: 612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Worl< (MSW)
Lois Bosch, Director: 612-330-1633
Holley Locher, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu.msw
Master of Social Work, and Master of Arts
in Theology or Master of Divinity
Luther Seminary: 651-641-3521
iv
Welcome/Information Desk: 612-330-1000
Introducing Augsburg College
At Augsburg College, we believe that
graduate education should prepare
gifted people for positions of leadership in their communities and places of
work. Augsburg graduates will be able
to demonstrate not only the mastery of
a major field of study, but also the ability to think critically, solve problems,
act ethically and communicate effectively in a global world. The heart of an
Augsburg education is the Augsburg
mission, informed by the liberal and
professional arts and sciences, to serve
our neighbors in the heart of the city
with faith-based, ethical values. We
welcome students from a diversity of
backgrounds and experiences. Also,
our programs look to the world
through international courses and cultural exchanges.
MISSION STATEMENT
The mission of Augsburg College is to
nurture future leaders in service to the
world by providing high quality educational opportunities, which are based
in the liberal arts and shaped by the
faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.
HISTORY
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians
were enrolled in 1874, and the first
graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg's first
president (1869-1876). Professor
Weenaas recruited two teachers from
Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly
articulated the direction of Augsburg:
to educate Norwegian Lutherans to
minister to immigrants and to provide
such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman. The statement stressed that a good education is
also practical.
and city life. This early interest in professional life as well education is a celebrated theme in our history and has led
to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg's theme for over 130 years.
After World War II, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution than the seminary and received
the most attention.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's
second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student
involvement in the community gave
early expression to the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was
a group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911 , George Sverdrup
Jr, became president. He worked to
develop college departments with an
appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in
1922 under the leadership of Gerda
Mortensen, dean of women. She spent
the next 42 years at the College as a
teacher and administrator.
The College's mission assumed a double character-ministerial preparation
together with a more general education
for life in society. In 1937, Augsburg
elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in
ecumenical and civic circles made
Augsburg a more visible part of church
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern college program based on general
education requirements and elective
majors. With curriculum change came a
concerted effort to become accredited.
Full accreditation was achieved in 1954.
A study in 1962 defined the College's
mission as serving the good of society
first and the interests of the Lutheran
Free Church second. The seminary
moved to Luther Theological Seminary
(now Luther Seminary) in St. Paul in
1963 when the Lutheran Free Church
merged with the American Lutheran
Church. Subsequently, the American
Lutheran Church merged with two
other Lutheran bodies in 1988 to form
the Evangelical Lutheran Church in
America. Students at Augsburg College
benefit from the Lutheran tradition of
service to your neighbor and faith in
the city.
A College in the City
Paul C. Pribbenow became the 10th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages-in
the midst of a great city-to be faithful
citizens, in service to the world.
AUGSBURG TODAY
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
• Education should have a solid liberal
arts core at the graduate level; this
focus centers on the ability to think
critically and broadly about the
world and the work we do in it;
1
• An Augsburg education should be
preparation for service in community
and centers of faith;
• The city-with all its excitement,
challenges, and diversity-is an
unequaled learning environment.
Augsburg is a college of the liberal and
professional arts and sciences, with its
main campus set in the heart of a great
metropolitan center. There are now
over 20,000 Augsburg alumni. In a
world that has changed much since
those first days of the College, Augsburg still sends out graduates who
make a difference where they live and
work. In addition to undergraduate liberal arts and sciences, Augsburg offers
master's degree programs in education,
leadership, nursing, business, physician assistant studies, and social work,
plus a dual degree MSW/MA or
MSW/MDiv with Luther Seminary
Augsburg is enhanced by its global
centers in Namibia, Mexico, and Central America. Students can perform
research, take courses, or consult with
faculty in those locations to gain new
perspectives on their discipline.
A Community of Learners
Essential to the goals of Augsburg's
graduate programs is participation in a
community of adult learners. This
community is enriched by the presence
of men and women with a variety of
work and life experiences. To facilitate
this kind of community interaction,
Augsburg encourages students to make
use of all College facilities such as Lindell Library, the Kennedy Center, and
the Christensen Center, and to participate in College activities such as music
and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College
is particularly proud of the excellence
and commitment of its professors.
Most faculty hold the doctorate or
other terminal degree, and all consider
teaching and service to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a
variety of research activities, but these
support and are secondary to their
2
teaching. Faculty are actively involved
in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions
Office at 612-330-1101, or the
Rochester program office at
507-288-2886.
Augsburg's small classes encourage its
tradition of close involvement between
professors and students. Faculty act as
academic advisers and participate regularly in campus activities.
Augsburg's Rochester campus is located
in the facilities of Bethel Lutheran
Church (ELCA) just a few blocks south
of the heart of a city of approximately
100,000 residents. Situated in the heart
of the Midwest, the community has a
rich ethnic diversity and superior technological resources. Students at the
Rochester campus are students of
Augsburg College. As such, our purpose is to "educate for service," by
preparing and equipping women and
men to make a difference in the world.
MINNEAPOLIS AND ROCHESTER
LOCATIONS
Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170
parks in Minneapolis, the "City of
Lakes." The University of Minnesota
West Bank campus and one of the city's
largest medical complexes-the University of Minnesota Medical Center,
Fairview-are adjacent to Augsburg,
with the Mississippi River and the
Seven Corners theatre district just a
few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and
recreational opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of
the campus.
Convenient bus routes run by the campus and connect with the suburbs.
Augsburg is located just blocks away
from two Hiawatha Line light rail
stations.
Augsburg established its branch campus in Rochester, Minnesota, in 1998.
Classes in Rochester meet on an
evening schedule with occasional Saturdays, making them accessible to
working adults. There are three
trimesters in each academic year, and
students can enter degree programs in
the fall, winter, or spring. Several complete degree programs are available
through the Rochester campus. In
addition, students may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the day or Weekend
College program on the Minneapolis
campus. Students who enroll in
Rochester courses are required to use
technology in the learning and communication process through the online
course management system. Further
information may be obtained at
ON THE MINNEAPOLIS CAMPUS
Admissions Offices
The Adult and Graduate Admissions
Office (for Weekend College,
Rochester, and Graduate Studies) is
located at 624 21st Avenue South. The
Physician Assistant Studies Program
admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adultcentered educational programs and
assists adult learners in all programs. It
evaluates how the program fulfills their
needs and identifies the educational
services to help them succeed. The
Augsburg for Adults office is located in
Oren Gateway Center 110.
Augsburg Abroad
The Augsburg Abroad office, located in
Murphy Place, provides advising and
administrative services for students
interested in an international experience. Resources for study, work, internship, and volunteer opportunities
abroad are available.
Bookstore
The Augsburg College Bookstore, operated by Barnes and Noble, is located in
the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the
bookstore.
Counseling and Health Promotion
The Center for Counseling and Health
Promotion (CCHP) offers programs
and services that enhance student
learning by promoting personal development and well-being. The center is
located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new first-floor student
lounge area offers games, TV, and a
place to gather. Also in Christensen
Center are Cooper's Coffee Shop, the
Commons dining areas , Christensen
Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate
Admissions for Day College is located
on the first floor.
Murphy Place
Murphy Place is home to three of the
four components of the Office of International Programs-Augsburg Abroad,
Center for Global Education, and International Student Advising. It is also
home to the four support programs for
students of color - American Indian
Student Services, Pan-Afrikan Center,
Pan-Asian Student Services, and Hispanic/Latino Student Services.
Foss, Lobeck, Miles Center for
Worship, Drama, and Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium
are housed in this complex, which provides space for campus ministry, the
theatre and communication studies
offices, as well as the film program.
Foss Center's lower level is home to the
Center for Learning and Adaptive Student Services (CLASS).
James G. Lindell Family Library
This library and information technology center houses all library functions
and brings together the computer technology resources of the College. The
library is located on the block of campus bordered by 22nd and 21st
Avenues, and by Riverside Avenue and
Seventh Street.
Old Main
Home for the Languages and CrossCultural Studies, and Art Departments,
Old Main was extensively remodeled in
1980, combining energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue
to serve as the "gateway" to campus. It
houses Alumni Relations, Parent and
Family Relations, Institutional
Advancement, Augsburg for Adults, the
Master of Business Administration program, the Master of Arts in Leadership
program, and the Step UP program. The
center also includes student residence
apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo
Cafe, classrooms , and thejohnson
Conference Center.
Science Hall
Kennedy Center
This three-story addition to Melby
Hall features a wrestling training facility, classroom space, locker-room and
fitness facilities, as well as hospitality
and meeting rooms, classrooms, and
office space.
Melby Hall
This complex provides facilities for the
health and physical education program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness
Center, and serves as the College's general auditorium.
Augsburg is accredited by:
• The Higher Learning Commission of
the North Central Association of
Colleges and Schools
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios, and offices
for the music faculty.
Food Services
A variety of food options are available
both in the Christensen Center and in
Oren Gateway Center.
ACCREDITATION, APPROVALS,
AND MEMBERSHIPS
• National Council for the Accreditation of Teacher Education
• Accreditation Review Commission
on Education for the Physician
Assistant (ARC-PA)
• Commission on Collegiate Nursing
Education (CCNE)
• Council on Social Work Education
( CSWE) (bachelor's and master's
degrees)
Augsburg's programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for
Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of
Music
Augsburg College is an institutional
member of:
• American Association of Colleges
and Universities (AACU)
• American Association of Colleges of
Teacher Education (AACTE)
Classrooms, science laboratories, a
medium-sized auditorium, faculty
offices, and Finance and Administration offices are found in Science Hall.
• American Association of Higher
Education (AAHE)
Sverdrup Hall
• Campus Compact
The Enrollment Center, classrooms,
and faculty offices are located in Sverdrup Hall.
• Council of Independent Colleges
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president's office,
Human Resources, and other administrative and faculty offices.
• Physician Assistant Education Association (PAEA)
(CIC)
• Lutheran Education Council in
North America (LECNA)
• National American Music Therapy
Association, Inc.
• National Association of Schools of
Music (NASM)
3
• National Society for Experiential
Education (NSEE)
• Associated Colleges of the Twin
Cities (ACTC),
• Higher Education Consortium for
Urban Affairs (HECUA)
• Minnesota Private College Council
(MPCC)
• Twin Cities Adult Education Alliance
(TCAEA)
See individual graduate program sections for additional accreditation and
affiliation citations.
Augsburg College is registered as a private institution with the Minnesota
Office of Higher Education pursuant to
sections 136A.61to136A.71. Credits
earned at the institution may not transfer to all other institutions.
• Calendar year-Weekend/evening
trimesters and weekday semesters,
varying by the graduate program
• Majors-More than 50 majors in 35
departments and programs with two
five-year degrees (BA in accounting
with MAL, and BS/MSW in social
work). Six master's degree programs.
• Off-campus programs-The Office
of International Programs offers programs through Augsburg's Center for
Global Education and International
Partners programs for short- and
longer-term study abroad, for both
undergraduate and graduate students.
• Athletic affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate
Athletic Association (NCAA), Division Ill.
CLERY ACT INFORMATION
AUGSBURG COLLEGE FACTS AND
FIGURES
• Location-Augsburg College was
founded in 1869 in Marshall, Wis.
The College moved to Minneapolis
in 1872.
• Religious affiliation-The Evangelical Lutheran Church in America
(ELCA). Although a strong plurality
of students are Lutheran, 15 percent
are Roman Catholic, and 1 7 percent
represent other denominations and
religions.
• Enrollment (fall 2008)-3,948 students from 40 countries. Graduate
student enrollment is 842.
• Alumni-Appox. 25,000 alumni
from 1870 through August 2008,
including over 1,200 graduate program alumni.
• Student/Faculty ratio-14 to 1
• Campus-17 major buildings. Major
renovations to classrooms in 2007.
• Accessibility-Augsburg is one of
the most accessible campuses in the
region. A skyway/tunnel/elevator
system provides inside access to 12
major buildings.
• Degrees granted-BA, BS, BM, MA,
MBA, MS, MSW
• Library-Over 180,000 items, direct
access to over 2.5 million through
CUC, the Twin Cities private college
library consortium.
4
The Clery Act Annual Report for Augsburg College contains statistics on
reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/
security/report.html. For a printed
copy, contact Augsburg's Department of
Public Safety at 612-330-1717.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its
mission, does not discriminate on the
basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance, or
disability in its education policies,
admissions policies, scholarship and
loan programs, athletic and/or school
administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its
employees and students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the
Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or
612-330-1058.
Academic Programs and Policies
ACADEMIC CALENDARS
Most of our graduate programs meet
on a trimester calendar. Physician
Assistant Studies classes meet on a
semester day schedule.
The academic calendars for individual
programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
ACADEMIC POLICIES
The College and its faculty subscribe to
the Statement of Principles on Academic Freedom as promulgated by the
American Association of University
Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners
whose relationship relies on trust.
Honesty is necessary to preserve the
integrity and credibility of scholarship
by the Augsburg College community.
Academic dishonesty, therefore, is not
tolerated. As a College requirement,
student course projects, papers, and
examinations may include a statement
by the student pledging to abide by the
College's academic honesty policies
and to uphold the highest standards of
academic integrity. (See Augsburg's
Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in
each program will be based on number
grades using a 4.0 point scale, where
4.0 achieves highest standards of excellence. See each program for details of
field study and special projects. Students must achieve a 3.0 GPA in order
to graduate; Physician Assistant students must consult the PA Program
Progression Standards Policy.
Withdrawn Status
W-Grade given when a student withdraws from a course after the deadline
without notation on the record
Incomplete (I) Grades
An incomplete grade (I) may be
awarded when the instructor gran ts
permission after determining that a
student emergency may delay completion of coursework. Students who
receive an incomplete grade should be
capable of passing the course if they
satisfactorily complete outstanding
course requirements. To receive an
incomplete grade, a student must file
an Application for incomplete Grade
form with the Office of the Registrar
that states the reasons for the request,
outlines the work required to complete
the course, and includes the course
instructor's signature. The instructor
may stipulate the terms and conditions
that apply to course completion; however, students may not attend the same
course (or a portion of the same
course) in a following term with an
incomplete grade. The student must
complete the outstanding work in
enough time to allow evaluation of the
work by the instructor and the filing of
a grade before the final day of the following academic term in the student's
program. If the work is not completed
by the specified date of the following
academic term, the grade for the course
becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0
cumulative grade point average. If a
student falls below a 3.0 average, the
student will be placed on academic
probation for the following term. A 3.0
cumulative grade point average must
be restored in order for a student to be
removed from probation. Graduate students in the Physician Assistan must
consult the PA Program Progression
Standards Policy.
Attendance Policy
Class attendance is expected and
should be considered a responsibility,
not only to one's self, but to one's classmates and course instructor. Students
must notify the professor in advance
of any expected absence. In the case
of emergency, when prior notification
is not possible, students must notify
the professor of an absence as soon
as possible.
Continuation Policy for Thesis or
Final Project
Students enrolled in a thesis or final
project are subject to a continuation fee
schedule after the term in which tuition
was paid for the project. These continuation fees maintain a student's library,
AugNet, and parking privileges while
work on the final project is ongoing.
During this time of research and writing, students pay either a $10 campus
access fee or a $200 continuation fee
each term until the project is completed,
or until the time limit for project completion is reached. The schedule for
when each fee is applied varies among
programs.
Course credit and contact hours
A full credit course (1.0) is equal to
four semester credits or six quarter
credits. Each full course on the
trimester schedule meets for approximately 28 contact hours (MSW
trimesters meet for 32 hours, and the
PA weekday semester schedule is
approximately 45 hours) with the
expectation of substantial independent
and group study offered through the
web-based electronic course management system.
Degree Requirements
To be conferred the graduate degree, all
graduate students must achieve the following:
• Successful completion of all required
courses
• A cumulative GPA of 3.0; Physician
Assistant students must consult the
PA Program Progression Standards
Policy.
• Successful completion of all degree
requirements within the stipulated
period of matriculation or a signed
continuation agreement with Augsburg College.
Dismissal for Academic Performance
A student whose GPA falls below the
required GPA for his/her graduate program (3 .0 in most programs) in two or
more terms may be subject to probation
or dismissal. A plan for the student to
continue in the program may be worked
out with the program director.
5
Dismissal for Non-Professional
Behavior
Students may be dismissed for violation of standards of behavior defined
by their profession, their program, or
the College.
Dropping Courses or Withdrawing
Students who enroll in courses but
later decide not to attend must formally
drop their courses through the registrar's office prior to the start of classes
to avoid being charged for those
courses. Students who do not properly
drop courses will be responsible for the
tuition, regardless of non-attendance.
Courses may be dropped or withdrawn
online through AugNet Records and
Registration or in person at the Enrollment Center during hours of operation.
If you need assistance with this, contact your program faculty at least two
days in advance of the start of classes.
Independent Study
Students may request to complete an
independent study course as an addition to the required coursework. A faculty sponsor is required for an
independent study project, and project
proposals must be approved by the program director in order to receive credit.
Independent study may not be used as
a replacement for a standard course
offered in the curriculum, with the
exception of the general elective (if
approved). A special independent study
registration form is required and is
available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program
enrollment for longer than one semester or three trimesters must readmit to
the College and program to resume
their degree program. For an absence
of any length, students should coordinate with their program director prior
to leaving. Due to a variety of program
schedules and cohorts for some
degrees, it is required that students
meet with their adviser and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program
director for transfer credit to apply to
program requirements. The transfer of
credit will be evaluated on an individual
basis. Students will be asked to provide
6
appropriate documentation regarding
previous coursework, including but not
limited to an official transcript, course
description, and syllabus. In order to be
considered for transfer, a course must
be from a regionally-accredited college
or university and graded 3.0/B or better.
Courses must have been taken at the
graduate level and course content must
be comparable to program requirements
at Augsburg.
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
the college community in regard to
their personal and professional concerns. However, times do occur in
which students think they have been
mistreated. This procedure is provided
in order to ensure that students are
aware of the way in which their problems with faculty members can be
resolved informally and to provide a
more formal conciliation process when
needed. Each student must be given
adequate opportunity to bring problems to the attention of the faculty with
the assurance that each will be given
fair treatment. The faculty member
must be fully informed of the allegations and given an opportunity to
respond to them in a fair and reasonable manner.
Master of Arts in Nursing (3.0)
Master of Business Administration ( 6.0)
Master of Science, Physician Assistant
Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent
to four semester hours or six quarter
hours. Therefore, transfer credits that
are reported to Augsburg as semester or
quarter hours are converted to Augsburg course credits by dividing by four
or six respectively
Courses and credits that are accepted
in transfer are recorded on the student's
transcript. Grades and gradepoints
from other institutions are not transferred to Augsburg and are not
included in the student's cumulative
grade point average.
STUDENT RIGHTS
The College has adopted a statement of
student rights and responsibilities and
has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in
the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving
Augsburg College Faculty Members
and Students
Part I-Introduction/Preface
Augsburg College is committed to a
policy of treating fairly all members of
Definition of Grievance
A grievance is defined as dissatisfaction
occurring when a student believes that
any conduct or condition affecting
her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a
violation, misinterpretation, or
inequitable application of an academic
rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation.
College policies and procedures that do
not come within the scope of the
Grievance Procedures are the sexual
harassment policy, the sexual violence
policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business
days (M-F) for the program in which
the student was enrolled. (Weekends,
and vacation days are not included;
summer may not be included depending on the student's program.)
Part II-Informal Process
It is always the student's responsibility
to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he
has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem
and attempt to resolve it.
B. If no mutually satisfactory solution
can be reached with the faculty member or if, in unusual circumstances, the
student prefers not to confer with the
faculty member, the student should
discuss the problem with the department chairperson of the faculty
member and attempt resolution of
the problem.
C. If the problem cannot be resolved in
discussions with the faculty member or
department chairperson, or if the faculty member and the department
chairperson are the same individual,
the student may contact the vice president of academic affairs and dean of
the College.
D. The student must begin the Informal
Grievance process within 15 days of the
conduct giving rise to the grievance, by
submitting an Informal Grievance
Form to the vice president of academic
affairs and dean of the College.
• The time limit to begin the Informal
Grievance process for a grade appeal
will be 30 days from the last published finals date for the relevant
term. It is the responsibility of the
student to maintain a correct and current address on file with the registrar.
request for such extension before the
end of the time limit. If the vice president of academic affairs and dean of
the College thinks the extension is
warranted, the Dean will notify all
concerned persons in writing.
E. If the grievance has been resolved,
either by agreement or by expiration of
the time limits, a copy of the informal
grievance and statements of the resolution will be kept by the vice president
of academic affairs and dean of the
College for one year. Neither a copy of
nor any reference to the grievance will
be placed in the personnel file of the
respondent.
If these informal discussions do not
resolve the problem to the satisfaction
of the student, a more formal conciliation procedure is available in Part Ill of
this document. Note: A student must
file a written grievance, per below,
within five days after completion of the
informal process
Part III- Formal Process Preface
If a student has a grievance with a faculty member that has not been
resolved through the Informal Grievance Process described in Part II of this
document, the student may then seek
resolution through formal procedures.
• The vice president of academic
affairs and dean of the College and
the student must ensure the informal
process is completed in 20 days . (See
Part I for definition of time limits.)
• In unusual circumstances, the time
limit may be extended by the vice
president of academic affairs and
dean of the College . A grievant or
respondent must submit a written
In accordance with FERPA, you are
notified of the following:
Right to inspect and review education
records
You have the right to review and
inspect substantially all of your education records maintained by or at Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review
your records.
Right to request amendment of
education records
You have the right to seek to have corrected any parts of an education record
that you believe to be inaccurate, misleading, or otherwise in violation of
your right to privacy This includes the
right to a hearing to present evidence
that the record should be changed if
Augsburg decides not to alter your
education records as you requested.
For a complete copy of the procedures,
contact the dean's office, Academic
Affairs.
Right to give permission for disclosure
of personally identifiable information
You have the right to be asked and to
give Augsburg your permission to disclose personally identifiable information contained in your education
records, except to the extent that
FERPA and the regulations regarding
FERPA authorize disclosure without
your permission.
FER PA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended,
provides certain rights to students
regarding their education records. Augsburg College understands that no information other than "directory
information" can be released without
the written permission of the student.
Students must give permission in writing for educational information to be
released to anyone outside of the official
personnel (faculty and administration)
at Augsburg. For example, this means
that faculty or others cannot write letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by
the student to release non-"directory
information." It is not sufficient to ask
for letters of recommendation. (See
One exception which permits disclosure
without consent is disclosure to school
officials with legitimate education interests. A school official is a person
employed by the College in an administrative, supervisory, academic or
research, or support staff position
(including law enforcement unit personnel and health stafD; person or company with whom the College has
contracted (such as an attorney, auditor,
or collection agent); a person serving on
the Board of Trustees, or a student serving on an official committee, such as a
disciplinary or grievance committee, or
assisting another school official performing his or her tasks. A school official has a legitimate educational interest
if the official needs to review an education record in order to fulfill his or her
professional responsibility
• If the student could not reasonably
be expected to be aware of the conduct when it occurred, the student
will have 15 days to file the grievance from the date on which the student could reasonably be expected to
be aware of the conduct or condition
that is the basis for the grievance . It
is the responsibility of the student to
establish the reasonableness of such
non-awareness. The vice president
of academic affairs and dean of the
College will determine if this paragraph applies to a grievant.
Physician Assistant Studies for details of
its program policy)
7
Right to withhold disclosure of
"directory information"
FERPA uses the term "Directory Information" to refer to those categories of
personally identifiable information that
may be released for any purpose at the
discretion of Augsburg College without
notification of the request or disclosure
to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider very carefully the consequences
of any decision by you to withhold
directory information. Should you
decide to inform Augsburg College not
to release Directory Information, any
future request for such information
from persons or organizations outside
of Augsburg College will be refused.
"Directory information" includes the
following:
• The student's name;
• The student's address;
• The student's telephone number;
• The student's e-mail address;
• The student's date and place of birth;
• The student's major and minor field
of study;
• The student's academic class level;
• The student's enrollment status
(FT/HT/LHT);
• The student's participation in officially recognized activities and
sports;
• The student's degrees and awards
received;
• The weight and height of members of
athletic teams;
• The student's dates of attendance;
• The most recent previous educational
agency or institution attended by the
student; and
• The student's photograph.
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent
permission to release it. Augsburg
assumes no liability for honoring your
instructions that such information be
withheld. The Office of the Registrar
8
must be notified in writing of your
intent to withhold your Directory
Information. If the notice is not
received by the registrar prior to Sept.
15 (or within 10 school days of the
start of a subsequent term for a new
student), it will be assumed that all
Directory Information may be disclosed for the remainder of the current
academic year. A new notice for withholding disclosure must be completed
each academic year.
Right to complain to FERPA Office
You have the right to file a complaint
with the Family Educational Rights
and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave.
S.W, Washington, D.C., 20202-4605,
concerning Augsburg's failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested
in writing and explicitly indicate
what information may be reported in
the letter.
GRADUATE ADMISSIONS
Admission to Augsburg College
All graduate programs require
students to have a bachelor's degree
from a regionally-accredited four-year
institution.
All graduate students must submit
completed application forms that can
be downloaded from each individual
program's web page, as listed below.
Each graduate program also has additional program requirements, which
may include coursework, professional
experience, testing, etc. See the program sections for these additional
requirements.
MA, Education-p. 24
www.augsburg.edu/mae
MA, Leadership-p. 33
www.augsburg.edu/mal
MA, Nursing,-p. 42
www.augsburg.edu/ma_nursing
MBA-p. 49
www.augsburg.edu/mba
MS , PA Studies-p. 57
www.augsburg.edu/pa
MSW-p. 69
www.augsburg.edu/msw
READMISSION TO THE COLLEGE
tion in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of
study to such students, and has been
enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using
form 1-20, issued by a DBS-approved
school through SEVIS. Status is
acquired in one of two ways: 1) if the
student is abroad, by entering the
United States with the I-20 and an F-1
visa obtained at a U.S . consulate
(although citizens of some countries
are exempt from the visa requirement);
or 2) if the student is already in the
United States and not currently in F-1
status, by sending the 1-20 to USCIS
(United States Citizenship and Immigration Services) with an application
for change of nonimmigrant status.
A student who is maintaining valid F-1
status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in
the F-1 regulations. Simply transferring
academically from another school to
Augsburg does not transfer a student's
F-1 status unless the student and a Designated School Official (DSO) from
Augsburg follow these procedures.
The last day to receive approval for
readmission to the College and register
for classes is one business day prior to
the start of the term. Pending approval
by the graduate program, students who
left on probation or who were dismissed from the College must have
their readmission application and file
reviewed by the program director.
(Please consult with individual programs for information regarding readmission process).
In addition to fulfilling all general
admission requirements for a particular
graduate program, prospective F-1
students must also comply with the
following:
ADMISSION OF INTERNATIONAL
STUDENTS
To fulfill this requirement Augsburg
graduate programs require international applicants to submit an official
score report from the Test of English as
a Foreign Language (TOEFL) with a
minimum score of 100 (iBT), 250
(CBT) or 600 (PBT).
Augsburg College graduate programs
encourage qualified applicants from
other countries to apply.
An F-1 student is a nonimmigrant who
is pursuing a "full course of study" to
achieve a specific educational or professional objective at an academic institu-
U.S. institution with a minimum of two
years of successful academic work
completed in the U.S. (seven or more
courses) .
B. Foreign Credential Evaluation
Augsburg requires foreign credential
evaluation for any transcript(s) from
an institution outside of the United
States. This evaluation should include
the following:
• Analysis of credentials-to determine if your degree is equivalent to
an accredited U.S. bachelor's degree.
Course-by-course evaluation-to
show your complete course listing
with credit values and grades
received for each course.
• Calculation of grade point averageto demonstrate your cumulative
grade point average using the standard U.S. grading system, i.e., A=4.0,
B=3.0, C=2.0, D=l.0, F=O.O.
• Translation to English (if applicable)
The evaluation report must be sent
directly to Augsburg's Adult and Graduate Admissions Office.
Augsburg accepts foreign credential
evaluations only from the following
organization:
World Education Services, Inc.
www.wes.org
A. Proof of English Competency
C. Proof of Financial Support
In order to receive an F-1 visa, the U.S.
Department of State (DOS) regulations
require international applicants to be
sufficiently proficient in English to pursue a full course of study.
International applicants must provide
reliable documentation that they have
financial resources adequate to meet
expenses for the duration of their academic program, which include tuition
and fees, books and supplies, room and
board, health insurance, personal
expenses , and living expenses for
dependents (if applicable).
The TOEFL is waived for applicants
who have a four-year degree from a
Funds may come from any dependable
source, including scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student's family. Documentation of scholarships and
fellowships may be in the form of an
9
Applicants for graduate study must
submit the Free Application for Federal
Student Aid (FAFSA). To complete and
submit the FAFSA electronically, go to
www.augsburg.edu/enroll.
For further information, contact the
Enrollment Center, 612-330-1046,
1-800-458-1721, enroll@augsburg.edu,
or www.augsburg.edu/enroll.
If a student is selected for verification,
additional documents will be needed.
Students in this situation will be contacted by the Enrollment Center.
FINANCIAL POLICIES
Refund Schedule
Students who withdraw from Augsburg
College may be eligible for a refund of
a portion of their charges based on the
appropriate refund schedule (except
for the minimum charge of $100 to
cover administrative costs). Financial
aid may also be adjusted for those students who withdraw from the College
or drop one or more courses and
receive financial assistance.
[NOTE: Tuition refunds and financial
aid adjustments are not necessarily
made on a one-to-one basis. For example, you could receive a 60% tuition
refund but have 80% of your financial
aid returned. Be sure you understand
the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling
courses through the Enrollment Center
in order to be eligible for any refund.
Students who unofficially withdraw
(stop attending) but do not complete
the drop/add form are responsible for
all charges. Financial aid may be
adjusted based on the student's last
recorded date of attendance. Refund
calculations are based on the date that
the drop/add form is processed.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines,
deposits, etc. will be made before eligibility for a cash refund of any resulting
credit balance is determined . Allow
two weeks for a refund.
The refund is a percentage of the full
tuition charged, not a percentage of
any deposit paid toward tuition, e.g.
deposits made under the employer
reimbursement payment plan.
12
CONTAICTTMiE
ENROLLMENT C:ENTE'R
For info·rm:atlon on
eost~
pa~tne11\ts1 flnamli'al
aid, tuition
disc·ounts, and rr-e~f.uad:s :
13
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long
history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We
know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and
here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from
classroom decision-maker to educational leader-suggests the expectations we have that our students will leave
our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department
mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and
well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building
relationships, embracing diversity, reflecting critically, and collaborating effectively."
Our urban setting provides yet another dimension to our programs through course content, field experiences,
and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable,
collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in
K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and
field experience supervision, volunteer work, and/or in-service education. We understand the importance of
what we do and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes
work, family, and personal responsibilities. Because we understand the demands adult students face, we offer
flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends
to allow you to manage these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself
among interesting students and dedicated professors who believe that all children deserve a good, highly
qualified teacher-the teacher you can become.
Vicki Olson, PhD
Director, Master of Arts in Education
PROGRAMS
ELEMENTARY EDUCATION
The Education Department offers initial licenses as well as
endorsements for already-licensed teachers that also lead to
a master's degree. The range of licenses available is
described below.
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty area
of math, science, social studies, or language arts in middle
school. As an alternative to the middle school specialty,
MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at
both the undergraduate and graduate level. That means
classes will include both undergraduate and graduate students, with graduate students having additional course
responsibilities. Graduate courses are taken at the 500 level.
Elementary education specialty areas in math, communication arts, and social studies are available through weekend
and weekday evening courses. The science specialty area is
available through a combination of weekday, weekday
evening, and weekend courses.
Secondary education licensure is available through weekend
and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other
majors, including biology, chemistry, health education,
mathematics, music education, physical education, and
physics can be completed through a combination of weekend, weekday evening, and weekday courses.
All of the following courses must be taken for licensure, and
four to six of them may be taken at the graduate (500) level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
Teachers who are already licensed can work towards the
MAE degree through the following four licensure options:
EDC 410/544 Learners with Special Needs (1.0)*
Pre-K specialty area endorsement
EED 320/520 K-6 Methods: Reading (1.0)*
EDC 490/580 School and Society (1.0)
K-12 special education: emotional and behavioral disabilities
K-12 special education: learning disabilities
K-12 reading endorsement
Education Department Mission
To complete the license, you will also need to complete the
following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
The Augsburg College Education Department commits itself
to developing future educational leaders who foster student
learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
EED 311 K-6 Methods: Health (.25)
Master of Arts in Education Conceptual Framework
EED 350 K-6 Methods: Math (1.0) *
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their
institutions and communities.
EED 360 K-6 Methods: Science (l.O)*
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing
graduate students the chance to exercise leadership as well as
extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are
required to include at least two graduate-level courses from
our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as
part of their degree program. Third, the final project-be it an
action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it.
EED 312 K-6 Methods: Physical Education (.25)
EED 330 K-6 Methods: Children's Lit/Language Arts (1.0)
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 370 K-6 Methods: Social Studies (.5)
EED 380 Kindergarten Methods (.5)*
EED 481,483 Student Teaching (2.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field
experiences. These experiences occur in K-8 classrooms
during the weekday.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor's degree and/or other coursework Requirements are
determined by Minnesota licensure standards for specific
college-level coursework in math, biology, physics, and earth
science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards in a specialty area for middle
school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The
pre-K specialty is also available. Specific requirements are
on file in the Education Department.
Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the
content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than seven years are judged on a case-by-case basis.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree.
EOC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department)
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 312 K~6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
Elementary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be
done for the abuser. Includes information about school
health education and services.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EOC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330 K-6 Methods: Language Arts/Children's
Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EED 331 Middle School Methods: Communication
Arts/Literature - Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 34 2 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 370 K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure and/or degree program and program
portfolio.
Preprimary Specialty for Elementary Licensure
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the
efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children
and to work in partnership with parents and social service
agencies. Field experience (20 hours) is a critical part of this
course. (Prereq.: PSY 105, 250,or their equivalents)
SECONDARY EDUCATION
K-12 and 5-12 licensures in several content areas are offered
weekends and weekday evenings through a combination of
graduate and undergraduate coursework. Additional content
areas are available through the weekday program. K-12
licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels.
Graduate-level licensure coursework (500 and above) is
available to people who already hold a bachelor's degree and
meet MAE admissions criteria.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to six also may be taken at the graduate level
and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity I Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ECE 346/546 Learning Environments for Preprimary
Aged Children
Students gain an understanding of how to recognize and
construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course
readings and experience and students experience working
with current teachers in site based field experience. Field
experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545)
ECE 347154 7 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience
taking the perspective of families and communicating with
them. A reflective practitioner's skills are developed through
self-evaluation of curriculum planning. Field experience
(20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents;
ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
PSY 250 Child Development (Prereq.: PSY 105 or
equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning
(Graduate students using the Preprimary endorsement must
take SPE 540.)
ESE 300/500 Reading and Writing in Content Area (1.0)
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
ESE 325 Creating Learning Environments (1.0)*
ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481, 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings is required prior to student teaching. Students
spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field
in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is
generally required, even with a completed academic major.
The following majors are offered almost entirely on weekends
and weekday evenings: communication arts/literature, history
or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies
must complete a broad-based core of courses in the social
studies in addition to a social science major.
The following majors are offered primarily or entirely through
the weekday program: biology, chemistry; physics, health,
physical education, music, and mathematics. Students seek-
ing licensure in any of these areas will likely need to take
additional content courses in the weekday schedule. Students
can obtain a 9-12 license in physics, chemistry, or biology
and have the option of adding the 5-8 general science to the
9-12 license. Students also can obtain the 5-8 general science
license without the 9-12 license.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than seven years is judged on a case-by-case basis. Education
Department policy requires that a minimum of two content
area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education
Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDC 480/580 School and Society
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. (Prereq.: PPST and admission to
department. Note: Students seeking 5-12 Communication
Arts/Literature licensure do not take this course).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating
environments conducive to learning. Fieldwork experience.
(Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take
this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required for
elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5
course). Fieldwork experience. (Prereq.: PPST and admission
to department)
ESE 330 K-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for
elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340 K-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion
required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science
(.5 course). Fieldwork experience. (Prereq.: PPST and
admission to department)
ESE 350 K-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary
concentration in communication arts/literature and for
communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.)
ESE 351 K-12 Methods: Speaking and Listening
(.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate
level and applied toward the master's degree in education.
EDC 200/522 Orientation to Education (LO)*
ESE 352 K-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EED 320/520 K-6 Methods: Reading (1.0)*
SPE 315 Special Education Critical Issues Seminar (.5)
ESE 360 K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two
courses. K-12 licenses require two to three courses. Student
teaching occurs upon satisfactory completion of licensure
program and program portfolio.
SPECIAL EDUCATION
The MAE program with licensure in special education is
based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to
student teaching, students must complete two 40-hour field
placements where they will gain experience working with
students from age groups different from their internship site.
There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and
learning disabilities (LD). Both programs qualify you to
teach in special education programs and positions; many
students get licensure in both.
SPE 400/500 Teaching Students with Emotional/Behavioral
Disabilities (LO)**
SPE 410/510 Implementing Assessment Strategies (1.0)**
SPE 420/520 Planning, Design, and Delivery (1.0) **
SPE 430/530 Instructional and Behavioral Practices (1.0)**
SPE 490/540 Parent and Professional Planning (l.O) **
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in
addition to emotional/behavioral licensure will take the
above courses in the emotional/behavioral core and two
additional specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of
SPE 430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete certain requirements at the undergraduate level:
EDC 220 Education Technology (.5)
HPE 115 Chemical Dependency (.5)
EED 330 Children's Lit./Language Arts
and
Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration
with the University of Minnesota-Duluth as a hybrid (partly
face-to-face; partly online) cohort program. The licensure
courses can be applied towards the MAE degree . See the
Education Department and www.augsburg!edu/
mae/academics/ais_focus.html for more information.
EED 350 K-6 Methods: Math*
EED 360 K-6 Methods: Science* (see course descriptions
under Elementary Education).
*Ten to 20 hours of field experience required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to
be working in a K-12 setting with these students. Students
not currently employed in schools must be available for
extensive volunteer field placements during the internship
year. (Minimum 10 hours/week).
EED 320/520 K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admission to department)
Eligibility: To be eligible to apply to the special education
program at the graduate level, students must have a degree
and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working
with students who are labeled with emotional, behavioral,
or learning disabilities, as well as considerable time available for volunteer field placements.
EED 330 K-6 Methods: Language Arts/Children's
Literature
See course description on page 17.
This program is built on an inclusive education model. Under
this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special
education students into the regular education classroom.
Special Education Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENL 111, sophomore standing)
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
See course description on page 17.
EDC 310/533 Learning and Development in an
Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST
and admission to department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes and special focus on
needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EED 350 K-6 Methods: Mathematics
See course description on page 17.
EED 360 K-6 Methods: Science
See course description on page 17.
SPE 315 Critical Issues: Special Education Seminar
(.5 course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is completed as a part of this course.
SPE 400/500 Teaching Students with Emotional/
Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives
and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department)
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq:
PPST and admission to the epartment)
SPE 420/520 Planning, Desigu, and Delivery
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
SPE 424/524 Etiology and Origins of Learning
Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological
aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department).
SPE 4 30/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of
reflective, proactive, and non-aversive approaches drawn
from current best practices and including positive behavioral
supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department)
ESE 300/500 Reading/Writing in the Content Areas*
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Should be taken at the graduate
level for the reading endorsement. Field experience required
for K-12 reading endorsement. (Prereq.: PPST and admission to the department)
SPE 4 34/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills. (Prereq: PPST
and admission to the department).
EDC 505 Literature in the Classroom (.5 course)
The study and use of literature in the K-12 classroom.
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and
admission to department).
EDC 510 Clinical and Reading Program Leadership
The study of effective leadership and professional development strategies for individual schools and school districts,
reading standards, state and federal reading legislation, and
fiscal and budgetary operations. The focused implementation
of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with
EDC 508)
EDC 508 K-12 Reading Assessment and Evaluation
The study of student reading development, the knowledge
and use of gathering and analyzing data of students' reading,
and designing and applying appropriate reading curriculum
based on this information. Field experience required.
(Taken concurrently with EDC 510)
SPE 481, 483, 485, 487 Student Teaching (1.0-2.0)
READING ENDORSEMENT PROGRAM
Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide
teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading
instruction.
Candidates for this license will complete 4.5 credits of
coursework that have been designed to meet the requirements established for this license by the Minnesota Board of
Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree.
These courses include:
EED 520 K-6 Methods: Reading (1.0)*
ESE 500 Reading/Writing in the Content Areas (1.0)*
*The courses EED 320/520 and ESE 300/500 are offered to
both undergraduate and graduate students: EED 320/520 is
part of the elementary and special education initial licensure
programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the
graduate level.
Reading license candidates who have already received their
initial teaching license and who are graduates of Augsburg
College within the past seven years will not be required to
retake the entire version of EED 320/520 or ESE 300/500.
However, they will be expected to complete the requirements for the graduate portion of the course they have
already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial
licensure (EED 520 or ESE 500) students do not need to
repeat the course; however, if ESE 500 was taken without a
field experience, 20 hours in a high school or middle school
reading setting must be completed.
EDC 505 K-12 Literature in the Classroom (.5)
EDC 508 K-12 Reading Assessment and Evaluation (1.0)*
EDC 510 Clinical and Reading Program Leadership (1.0)*
Reading license candidates who already have received their
initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be
required to take EED 520 or ESE 500 at the graduate level.
*Field experience required
Reading Endorsement Course Descriptions
EED 320/520 K-6 Methods: Reading*
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Should be taken at the graduate level
for the reading endorsement. (Prereq.: PPST and admission
to the department)
Reading license candidates who have already received their
initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500.
STUDENT TEACHING
Education students are required to complete student teaching in their content area. In the MAE program, student
teaching is generally completed before finishing the degree.
Students can apply for licensure at this point.
Student teaching for elementary and secondary initial
licenses lasts 12-14 weeks, depending on licensure scope.
During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching
and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching
placements are in the Minneapolis/St. Paul metropolitan
area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the
student teaching experience in the metro area and the
remaining portion in another country. Opportunities to
teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the
Education Department.
Student teaching for special education is completed as part
of the internship year if students are working in a licensure
appropriate setting. If not, student teaching is carried out
after completing the special education coursework.
A supervised practicum for the reading endorsement is
completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required
for this endorsement.
GRADUATE DEGREE COMPLETION
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements.
To earn a master's degree beyond the core of education
classes, students will need to successfully complete a minimum of three additional graduate-level courses:
• a research methods course, typically ML 514
• an elective course chosen from leadership-focused courses
in the Master of Arts in Leadership (MAL) program
The goal for the graduate degree completion component is
to foster the development of teachers as leaders within the
institution and community as in line with our program
theme and department mission statement.
Graduate Degree Completion Course Descriptions
Research Methods Course
All students seeking the Master of Arts in Education degree
must complete a graduate-level research requirement.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
MAE Final Project Options
Students have two options for fulfilling their Master of Arts
in Education final project: a leadership application project
(LAP) or action research. This project serves as the capstone
of the master's program.
EDC 585 Leadership Application Project
The leadership application project (LAP) is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the LAP is the demonstration of
leadership ability through a concrete project appropriate to
the candidate's workplace or place of service.
EDC 586 Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
• a research- or leadership-based final project
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
leadership or education graduate courses to reach the total
of nine required courses. A minimum of four graduate-level
licensure courses are required for the MAE degree.
The research methods course will help prepare students to
evaluate and document research for use in their final project
or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses
allow students to examine issues of leadership at a personal
or ins ti tu tional level.
Students have two options for fulfilling their Master of Arts
in Education final project, which serves as the capstone of
the master's program: a leadership application project (LAP)
or action research course sequence and project.
EDC 587 Action Research (.5 course)
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in
which student work will be presented in a public forum.
MAL Elective Courses
At least one elective must be taken from the Master of Arts
in Leadership courses. The following are recommended, but
others may also be used.
ML 510 Visions of Leadership: A Historical and Literary
Journey
ML 511 Creativity and the Problem-Solving Process
ML 520 Self-Identity, Values, and Personal Growth
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 545 Decision Making and Leadership
Credit Evaluation: An official transfer credit evaluation of
your previous academic work will be completed as part of
the admissions process.
ML 550 Communication, Decision Making, and Technology
ML 560 Developing a Multicultural Perspective
Advising and Registration: You are able to participate in
ML 565 Women and Leadership
academic advising and the registration process after you
have been accepted.
ML 599 Special Topics (as appropriate)
ADMISSION REQUIREMENTS
Students admitted into the MAE program must have
completed:
• a bachelor's degree from a regionally-accredited four-year
institution, and can obtain licensure at the graduate level
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point
average of 2.5-3.0 may be admitted conditionally into the
graduate licensure program. They can apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Minimum Grade Policy and Academic Probation
Students who fail to maintain a cumulative 3.0 GPA in a
given term in graduate course work are notified that they
are on academic probation and have one term to raise their
GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0
in any course required for licensure-undergraduate or
graduate-are notified that they are on academic probation
and must repeat that course as soon as possible and raise it
to the appropriate level. Failure to do so could mean dismissal from the pr Show less