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Title: Augsburg College Catalog, 1951-1952
Collection: Course Catalogs

Title: Augsburg College Catalog, 1950-1951
Collection: Course Catalogs

Title: Augsburg College Catalog, 1953-1954
Collection: Course Catalogs
Search Result: AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Minneapolis 4, Minnesota EIGHTY-FIFTH YEAR Founded 1869 Catalog Record for 1953-1954 Announcements for 19561955 and 1955-1956 Vol. XVI, No. 3 Catalog Number April, 1954 THE AUGSBURG BULLETIN Published bi-monthly and one additional issue in Ap...
Show more AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Minneapolis 4, Minnesota EIGHTY-FIFTH YEAR Founded 1869 Catalog Record for 1953-1954 Announcements for 19561955 and 1955-1956 Vol. XVI, No. 3 Catalog Number April, 1954 THE AUGSBURG BULLETIN Published bi-monthly and one additional issue in April by Augsburg College and Theologicol Seminary at Minneapolis, Minnesota. Entered as secondtloss matter March 21, 1947 at the post office at Minneapolis, Minnesota, under the act of August 24, 1912. Accreditation and Membership in Educational Associations Augsburg College is accredited by the North Central Association of Colleges and Secondary Schools, the regional accrediting agency. It is approved by the Minnesota Department of Education. It is a member of the Association of American Colleges, the National Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota Colleges. TABLE OF CONTENTS PAGE Academic Calendar . . . . . . . . Board of Trustees . . . . . . . . . . Administration 4 . . . . . . . . . . . . . . . . . . 5 . . . . . ......................... 5 . . . Committees of the Faculty 6 The Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 General Information .. Financial Information . . . . . . . . . . . . . . . . . . . . . . . . Student Community Life . I 5 . 24 . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . 40 The College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Administration . . . . . . . . . . . . . . . . Graduation Requirements . . . . . . . . . . . . . Curriculums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Divisional Organization . . . . . . 44 44 50 53 63 Student Personnel Services . . CoursesofStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Division of Religion and Philosophy . . . . . . . . . . . . . . . Division of the Humanities . . . . . . . . . . . . . . . . . . . . . . . . Division of the Social Sciences . . . . . . . . . . . . . . . . . . . . . . Division of the Natural Sciences and Mathematics . . . . 64 64 68 81 95 The Theological Seminary . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 3 . General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Courses of Study . . . . . . . . . . . . . . !$.!....,+.. ,, . , . . . . . - . .105 .., Student Register . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. I I Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 CALENDARS For 1954-55and 1955-56 FIRST SEMESTER I955 I954 Freshman Days Sept. 9-13 Registration Sept. 9, 10, Classes begin Sept. 14, 8:00 a.m. Sept. 17 Late Registration Fee Sept. 17 Oct. 22-24 Homecoming Oct. 28-30 Nov. Sept. 9-13 Sept. 9, 13 10, 11, Sept. 14, 8:00 a.m. 13 12, End of &st half of Semester Nov. Nov. 25, 26 Thanksgiving Recess Nov. 24, 25 Dec. 17, 4:zo p.m. Christmas Recess begins Dec. 16, 4:20 p.m. 1955 Jan. 3, 8:00 a.m. Classes begin after Christmas 1956 Jan. 3, 8:00 a.m. Jan. 20-26 College Examinations Jan. 24-27 Seminary Examinations Jan. 23-26 Jan. 26 First Semester Ends Jan. 25 Registration for Second Semester Jan. 16-31 10 10 Recess Jan. 17 to Feb. I Jan. 19-25 SECOND SEMESTER Feb. 2, 8:00 a.m. Classes begin Feb. Feb. 5 Late Registration Fee Feb. 4 Feb. zz Washington's Birthday Feb. End of first half of Semester April 4 April I I, 8:00 a.m. 22 Easter Recess begins Mar. 27, 4:2o p.m April 12, 8:00 a.m. Easter Recess ends April 3, 8:00 a.m. May 27 Seminary Commencement May 25 College Examinations May 2 5 to June May 30 Decoration Day May 30 May 29 June 3, 8:00 p.m. Baccalaureate Service June 3 College Commencement June 4. 8:00 p.m. April 6, 4:20 p.m. May 26 to June 2 I b BOARD OF TRUSTEES REV. ERNESTG. LARSON,President, Minneapolis, Minn.. . Term REV. CLARENCE J. CARLSEN, Vice-President, Minneapolis, Minn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Term MR. G. S. MICHAELSEN, Secretary, Minneapolis, M i . . . Term MR. R. E. MYHRE, Treasurer, Minneapolis, Minn.. . . . . . . Term REV. D. W. LYNGDAL, Duluth, Minn.. . . . . . . . . . . . . . . . . Term MR. EVEN OSE, Thief River Falls, Minn. . . . . . . . . . . . .. Term MR. IVER H. IVERSON, min not, N. D.. . . . . . . . . . . . . . . . . Term k v . GEORGEJ. KNUDSON,Marinette, Wis. . . . . . . . . Term MR. GILBERTBERG, Seattle, Washington . . . . . . . . . . . . . Term expires 1954 expires expires expires expires expires expires expires expires 1957 195 8 1956 1958 I 9 54 1955 I 9 56 1957 Advisory Members DR. T. 0. BURNTVKDT, President, Lutheran Free Church, Minneapolis, Minn. DR. BERNHARDCHRISTENSEN,President, Augsburg College and Theological Seminary, Minneapolis, Minn. ADMINISTRATION BERNHARDCHRISTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President MAILTINQUANBECK. . . . .Dean of the Colkge and Director of Veterans Agairs JOHN M. STENSVAAG. . . . . . . . . . . . . . . . . . . . .Dean of the Theological Seminary BURTONP. FOSSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Business Manager K. BERNERDAHLEN.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Students GERDAMORTENSEN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of Women ..fi r . . Efi CL e . . . . . . . .Director of Public Relatims MILDREDJOEL . . . . . . . . . . . . . . . . . Registra~,Secretary of the General F a d t y . . . . . . . . . . . . . . . . . .Secretary of the Theological Famlty MELVINA. HELLAND. AGNESB. TANGJERD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Placement CARL R. HAMMAREERG. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cdlege Pastor FREDEL WINDMANN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Assistant Treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Field Representative S. V. HJ-ELMELAND IRWGHOEL.. . . . . . .Purchasing Agent, Supervisor of Buildings a d Grounds AINO SINKO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Director of Food Sewice BERNHARDT J. KLEVEN. . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Musewm IVER B. OLSON.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Arcbivkt CARL WOYKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Publicity Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar .W. r.. .bd. e . e ..& . . . Admissions Counselor k\ .IT - REV. CLIFFORDM. JOHNSON.. . . . . . . . . . . . . . . . . . Director of Building Fund ADMINISTRATIVE STAFF Office Staff: Beatrice Nelson, Secretary to the President and the Dean of the College; Arthur C. Engen, Bookkeeper; Lyla Bratland, Secretary to Business Manager; Bertha Lilehei, Secretary, Student Personnel Office; Lyla Olson, Secretary, Public Relations Office; Tena Mehus, Clerk, Registrar's m c e ; Mrs. Arnold Drange, Secretary, Placement Bureau; Joyce Nelson, Secretary, Admissions Ogce; Ruth Hanson, Secretary, Building Fund Office; Borghild Estness, Secretary, Registrar's Office; David Rokke, Student Employment Manager; Mrs. Erna Staub, Secretary, Library; Donna Storley, Faculty Secretary, Mimeographing; Mrs. Mavis Hafstad, Receptionist and Switchboard Operator. Resident Counselors in Dormitories: Memorial Hall, Lloyd Kallevig; Sivertsen Hall, Mrs. Eleanor Cotton Miller; Miriam House, Miriam Majander; Morton Hall, Darlene Deem; Edda House, Alice Swenson. Supervisor of Hmekeeping: Olga Hermunslie. MEDICAL n A F F Dr. C. R. Wall and Dr. S. V. Thorson, Physicians; Alice Swenson, R.N., Nurse; Bernice Olson, R.N., Assistant Nurse. COMMITTEES OF THE FACULTY Administration: Christensen, Quanbeck, Stensvaag, Dahlen, Fosse, C. Strommen, Miss Mortensen, Miss Joel. Curriculum: M. Quanbeck, Christensen, Nash, Olson, Stensvaag, Kleven, Miss Joel. Admissions and Scholarship: Miss Joel, Quanbeck, Thorson, Nash, Hammarberg. Student Personnel: Dahlen, Miss Mortensen, M. Strommen, Savold, E. W. Anderson, Hammarberg. Library: Helland, Miss Pederson, Landa, Aldre, Chrislock. Athletics: Soberg, E. W . Anderson, Bertness, M. Strommen, Walton. Social: Mrs. Fylling, Miss Mortensen, Dahle, Mrs. Bergman, Mrs. Peterson. Studies: Miss Joel, Trautwein, R. Anderson, Colacci, Mrs. Nelson. Convocations: Thut, Miss Lund, Sonnack, E. Nelson (student members also included in this committee). Student-Faculty: Dahlen, Miss Mortensen, Soberg, Miss Segolson (student members also included in this committee). Teacher Education: Bertness, Urdahl, Sateren, Miss Tangjerd. Religious Life: Strommen, Sonnack, Landahl (student members also included in this committee). 1953-1954 Faculty Council: M. Quanbeck, Miss Lund, Miss Pederson, L. Quanbeck, Thelander, Thorson, Chrislock, Dahlen, Hammarberg, Colacci, Mrs. Peterson, Mrs. Nelson, Savold. Board-Faculfy Committee: Urdahl, Miss Segolson, Sonnack (Board members also included in this committee). The Faculty AUGSBURG THEOLOGICAL SEMINARY BERNHARD M. CHRISTENSEN, Th.M., Ph.D., President und Professor of Theology A.B., Augsburg College, 1922; Augsburg Theological Seminary, 1922-25; ThM., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929. Additional study: Columbia, Chicago, Berlin, G ~ t t i n ~ e n . Teaching: Oak Grove Seminary, Fargo, North Dakota, 1925-26. Pastoral work, Broololyn, New York, 1928-30. At Augsburg since 1930. President since 1938. ~ A R ERMISCH, L Ph.D., S.T.D., Professor Emeritw of C h r c h History A.B., Schwerin, 1897; C.T., Wartburg Seminary, 1900; B.D., Chicago Theological Seminary, 1914; S.T.M., 1925; S.T.D., 1933; A. M., University of Minnesota, 1925; Ph.D., 1927. Pastor 1900-21. Teaching: Wartburg College, Waverly, Iowa, 1921-25; University of Minnesota, 1925-29. At Augaburg 1928-1952. h h ~ v mA. HELLAND, S.T.M., Ph. D., Professor of New Testommt, Secretary of tbe Theological Faculty A.B., Augsburg College, 1915; C.T., Augsburg Theological Scxnhqy, 1918; S.T.M., Hartford Seminary Founddon, 1919; Ph.D., 1930. Additional study; Grenoble, Chicago. Educational Missionary in Madagascar, 1921-38; Professor of New Testament, Lutheran Theological Seminary, Ivory, Madagascar, 1938-40. A t Augsburg since 1941. IVER B. OLSON,AM., Th.B., Associate Professor of S y s t d i c Theology A.B., Augsburg College, 1935; Th.B., Augsburg Theological k u h r y , 1936; A.M., University of, Minnrs~ta, 1945. A d d i b d study: Chicago, Minnesota, Luther Theological Seminary, Chicago Lutheran Theological Seminarp. Teaching: Oak Grove Seminary, 1936-39; University of Mhuesota, 1945-46. Pastor, Sand Creek, Wisconsin, 1939-44. Adviser oo SPAN Group in Scandinavia, 1950. At Augsburg since 1945. PAUL G. SONNACK, A.B., Th.B., Assistant Professor of C h r c h History A.B., Augsburg College, 1942; C.T., Augs'burg Theological Seminary, 1945; Th.B., 1947. Additional study: Divinity School, University of Chicago. Pastor, Moose Lake, Minn., 1945-47. At Augsburg since 1949. JOHN M. STENSVAAG, S.T.M., Ph.D., Professor of Old Testamunt A.B., Augsburg College, I 93 6 ; Th.B., Augsburg Theological Seminary, 1939; S.T.M., Hartford Seminary Foundation, I 940; Ph.D., 194I. Additi& study: Johns Hopkii. Pastor, Minneapolis, Minn., 1942-46. At Augsburg since 1942. ERLINGM. TUNGSETH,C.T., Guest Lecturer in Practical Theology, 1953-54 A.B., Concordia College, Moorhead, Minn., 1940; C.T., Augsburg Theological Seminary, 1944. Teaching: Augsburg College, 1943-44, 1946-47. FREDERICNORSTAD, A.B., C.T., S.T.M.* Special Lecturer, Director of Chaplaincy Service, Lutheran Welfare Society of Minnesota. *In cooperation with the Lutheran Welfare Society of Minnesota. AUGSBURG COLLEGE KARL ERMISCI-I, Ph.D., S.T.D., Professor Emeritzu of G m a n For statement of academic preparation and experience, see Theological Seminary Faculty listing. P. A. SVEEGGEN, A.M., Professor Emeritus of English A.B., University of Minnesota, 1908; A.M., 1909. A d d i t b d s d y : &4hnesota, Chicago. Teaching: Asmistant in English, Univc* of -es~m, 1908-10; Ellsworth College, 1913-11. At Augsburg I~IJ-1952. MANIVALDALDRE, M.S., Assistant Professor of Cbemjstry Diploma of Chemical Engineer, Estonian State University of Technology, T a b , Estonia, 1941; MS., University of Minnesota, 1951. Teaching: Amhant in Chemistry, Estonian State University of Technology, 1941-42. At Atigsbug since 1949. C. WESLEYANDERSON, M.Mus., Instructor in Music A.B., Macalester College, 1930; A.A.G.O., Northwestern University, 1936; MMus., Northwestern University, 1937. Teaching: Roosevelt High School, Minneapolis; Michigan State College; Minneapolis College of Music. At Augsburg since I 9 5 3. ERNEST W. ANDERSON,M.Ed., Associate Professor of Health and P W d Edwrtion, BaRetbdl C w c b A.B., Augsburg Callege, 1937; M.Ed., University of Minnesota, 1947. Teaching: High Sohool, 1937-41. U. S. Army, 1941-46. At Augsburg since 1946. RAYMOND E. ANDERSON,AM., Assistmt Professor of Speecb B.S., University of Ivfjnn~ita,1946; A.M., 1950. Additiond study: Minnenesota. Teuching: University of; Vermont, 1949. U. S. Navy, 1946. At Augsburg since 1949. FRANKARIO, A.B., Instructor in Physical Education A.B., Augsburg College, 1950. Additional study: M h e s t a . U. S. Army, 1943-46. At Augsbwg since 1950. PEGGY SMITH B ~ E YB.S., , Instrwtor in MllSjc B.S., University of .Minnesota, 1949. Additional study: University of Minnesota. At Augsburg since 1953. EVABAVOLAK, AM., Instructor in Bwiness Administration B.S., University of Minnesota, 1928; A.M., 194s. Additional study: Minnesota. Teaching: High School, 1931-42; Northern State Tea~hersCollege, A b e r d ~ S. , Dak., 1942-47; H?mline University, St. Paul, Minn., 1947-50; University of Minnesota, 1950-52. At Augsburg since 1952. HAROLD J. BELGUM,A.M., M. Soc. Work, Instructor in Sociology A. B., Luther College, Decorah, Iowa, 1933; A.M., University of Iowa, 1937; M. Soc. Work, University of Minnesota, 1951. Teaching: Mission House College, Plymouth, Wis., 1934-3 8 ; Elmhurst College, 1938-42; Lakeside School for Boys, Seattle, Wash., 1942-44. Assistant Executive Secretary, Director caf Social Work Services, Lutheran Welfare Society of Minnesota. A t Augsbug since 1954. LUCYMAE E. BERGMAN,M.S., Instructor in Speech B.S., Kansas State Teachers College, 1934; M.S., 1935. Additional study: University of Minnesota. Teaching: High School, 1935-39; University of Minnesota, 1939-47. A t Augsburg since 1952. HENRYJ. BERTNESS,A.M., Assistant Professor of Education A.B., Augsbug CaUege, r 947; A X , Unhcrsity of Minnesota, 1948. Additional study: Miunesora. Washington. U. S. Navy, 1943-46. teach in^: Tacoma Public Schools, 1948-49. A t Augsburg since 1949. A.M., Assistant Professor of Hisfory and Political Science CARLCHRISLOCK, A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947. Additional study: Minnemta. Teaching: High School, 1939-44; Tracy Junior College, 1947-48; Augustana College, Sioux Falls, S. D., 1948-5 I. At Augsburg since 1952. MARIOCOLACCI,Th.D., D.Litt., Assistant Professor of Classical Languuges Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontifical Biblical Institute de Urbe, Rome, L.R.B., 1934; University of Naples, D.Litt., 1940. Teaching: Regional Seminary, Benevento, Italy, 1935-40; Mario Pagano College and Normal Institute, Campobasso, Italy, 1941-49. A t Augsburg since 1952. . LELAND9.DAHLE, M.S., Instructor in Chemistry B.A., St. Olaf College, 1950; M.S., Purdue University, 1952. U. S. Armed Forces, 1944-46. At Augsburg since 1952. K. BERNERDAHLEN,A.M., Dean of Students mad Associate Professor of English A.B., Augsburg College, 193I; A.M., University of Minnseota, 1940. Mditioa;ll 6mdy: Mbwu. Teaching: High School, 193 1-39; Crosby-Ironton Junior College, I 940-41. U. S. Army Ak Forces, 1942-41. A t Augsburg since 1941. BURTONP. FOSSE,B.B.A., B.M.E., Business Manager B.B.A., and B.M.E., University of Minnesota, 1949. U. S. Army, 1943-46. Industrial Engineering Work, 1949-5 3. At Augsburg since 1953. CLARICE A. h-LLING, B.S., Assistant Librarian A.B., Augsburg College, 1940; B.S., University of Minnesota, 1941. Teaching: High School, 1941-43. Minneapolis Public Library, 1943-53. A t Augsburg since 195 3. MIKELISGEISTAUTS, Cand.rer.nat., Instructor in Art Cand.rer.nat., University of Latvia, Riga, 1940;Academy of Art, Latvia, Riga. Teaching: Private Studio, 1938-49.At Augsburg since 1952. CARLR. HAMMARBERG, A.M., Assisktlt Professor of Psychology and Education A.B., Gustavus Adolphus CoIIegr, 1932; A.M., University of Minnesota, 1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg, Kan., 1948-53. tit Augsburg since 1953. MELVINA. HELLAND,S.T.M., Ph.D., Professor of Greek ond Religion For statement of academic preparation and experience, see Theological Seminary Faculty listing. ALMAM. JENSEN, A.M., Assistant Professor of Sociology A.B., Colorado State CoI1ege of Education, 1 9 2 7 ; A.M., 1928. Additional smdy: Minnesota, Copenhagen. Teaching: Eesrera State Teachers Cdege, Madiwn, South Dakota, 1921-25; Dickinson Stare Teachers W e g e , 192836; Colondo State College of Education, 19 3 6-37. Educational research: University of Minnesota and State Department of Education, 1937-39; Minnesota Historical Society, 1941-44. At Augsburg since 1943. MILDRED V. JOEL, A.M., Registrar rind Assistant Professor A.B., Augsburg GIIcge, 1940; A.M., University of Minnesota, 1947. Additional srud y : Szrbtdrcwan, Minnesota. Teaching: High School, 1941-46. At Augsburg since r947. EBBA I. JOHNSON,A.B., B.S. in L.S., Assistant Librarian A.B., University of Minnesota, 1950;B.S. in L.S., 1953.At Augsburg since '952- MEMI B. KINGSLEY,A.M., Assistrrnt Professor of Spanish A.B., Maryville College, r936; A.M., Uni~ersiryof Mexiw, 1944. Additional study: Columbia, Minnmta. Teaching : Wagner College, Staten Island, N. Y., 1941-42;Friends School, Bmklyn, N. Y., 1946-47. A,t Augsburg since 1947. BERNHARDT J. &EVEN, Ph.D., Professor of History and Political Science A.B., Augsborg College, 1922; A. M, University of Minnesota, 1930; Ph.D., 194r. Addirional study: Hamard. Teaching: High Schml, 192215: Whsaton Cauege, 1946-47. At Augsburg, 1937-46,and since 1947. W. LAMARRKOPP, A.B., Instructor in Germun A.B., Goshen College, Indiana, 1952.Additional study: University of Minnesota. A t Augsburg since 19~3. ARNOLDM. LAHTI,A.B., Instructor in Physics .4.13., Western Washington CoIlege. Bellingham, Wash., 1947 and 1948. Addirional m d y : Unircrsicy of Minnesota. Teaching: Western Washington College, 1947-48: ToIedo Jr. High, 1948-49;University of Minnesota, 1951-1:. ~ 4 Augburg t Skcf 191 j. BJARNEE. LANDA,PhD., A t r d t c Professor of hgwgas A.B., Vass Statt Cdege, N m y , 1925; 0,Unhtnity of Southern Gdifornia, 1928: U ,1930;Ph.D., Univ-tg of W r a , r952. Teaching: High School, 1930-31; University of Minnesota, 1938-42; Fisk University, 1945-47. U. S. O&e of Censorship, 1942-45. A t Augsburg since CARL W. LANDAHL, M.Mus., Instructor in Mwic A.B., Ud&ty d Minnwtg rg3r; BXw., C o I d m School of Mllfit, Chicago, 1933; XMtvi., 1934; BD., C&omia Baptist neologicd Seminary, 1950. Teaching: Pdvate Teaching, Chicago, 1931-40; Dnkota WBleyan Unberzity, Mitchell, S. D.,1940-42;Northwestern khwls, ?&meapolis, 1950-59. A t Augsburg since 1952. AUDREYLANDQUIST, MMus., I n s t m t o r in P i m o ond Organ B.S., University bf Minnesota, 1940; B,Mus., & c P h d School of Music, 1940; M.Mus., 1944. Teaching: Ma~Phail School of Music rime 1937. A t Augsburg since 1946. ROBERT E. LARSEN,A.M., Assistant Professor of Philosophy A.B., Luther College, Decorah, Iowa, 1944; A.M., University of Minnesota, 1952. Additional study: Minnesota. Teaching Waldorf College, 194648. A t Augsburg since 1953. GERTRUDE S. LUND,A.M., Instructor in Secretarial Science AB., Augsburg College, 1936; AM., UniPckty of Minnesom, 1911. Teaching: High School, 1943-41; West C m d SchQol of A & d e Morris, 1945-47; Duluth Business University, 1947-48; High S ~ h d 1948, 49. A t Augsburg since 1950. ELEANORCOTTON~ ~ L L E RA.M., , Imtructos in English A.B., Wheaton College, Wheaton, 1940; A.M., Wheaton College, 1945. Additional study: South Dakota State College. Teaching: High School, 1940-43, 1945-46; South Dakota State College, 1949-53. At Augsburg since 1953. m., MUTON, A.M., Instructor in English. A.B., University of Minnesota, 1948; A.M., 1951. Additional study: Minnesota. Armed Forces, 1943-46. A t Augsburg since 1949. JOHN GERDA MORTENSEN,AM., Dean of Women and Professor B.S., University of Minnesota, 1923; A.M., Columbia University, 1928. Additional study: Minnesota. Teaching: Junior High School, 1917-21; Hankow Private School, Hankow, China, 1934-3 5. A t Augsburg since 1923. ARTHURNASH, Ph.D., Professor of Biology A.B., Augsburg College, I 922; Ph.D., University of Minnesota, 1938. Additional study: Minnesota; Seminar to Australia, 1934-35. U. S. Army Air Force, 1942-46. Dean, Augsburg College, 1946-50. A t Augsburg since 1922. EDORC. NELSON, M.Ed., Assistmt Professor of Pbysical Education m d Coach. of Football md Baseball AB., Augsburg College, 1938; &Ed., University of Minneso~, 1948. Teaching: High School, 1938-41. U. S. Army, 1941-46. A t Augsburg since 1946. &EN Y. NELSON, Ph.D., h i s k f f l Profer~orof H m e Economics B.S., University of Minnesota, 1938; M.S., 1941; Ph.D., rgTz. Twding: H g h S h l , 1938-42; Warem hkhigan CoIIege, K a ~ u f i a ~ m1942-44; , University of California, 1944-46; Iowa Srare Teachers College, Su 1948, 1949. At Augsburg since 1951. IVERB. OLSON, A.M., Th.B., Associate Professor of Scandinavian For statement of academic preparation and experience, see Theologicd Seminary Faculty listing. ANKEPEDERSON, A.M., A~soriate Pro~PISOI.of English A.B., Augsburg College, I gj 2; A.M.,Universiry of Minnesota, I 9; 5 . Addir k n d study: Minnwta, ColumKia. Tnching: High Scbml, 1945-46; Sari Matm Junior College, California, one semesttr, 1946. At Augburg, 1932-44, and since 1946. LAVONNE PETERSON,A.M., Instructor in Physical Education for Women A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: hhnesota, Montana, MacPhail School of Music. At Augsburg since 1950. LAWRENCEA. QUANBECK, A.B., Director of Admissions A.B., Augsburg College, 1947. Additional study: Minnesota. U. S. Navy.. 1944-46. Minneapolis YMCA, 1947-1 I. A t Augsburg since 195 I. TIN QL~ASBECX, Ph.D., Dem of Ihe Comegc and Professor a j Edlccstion A.B., Augsbwg ColIege, ~ 9 2 9 A.M., ; University of Minnesota, 1933: Ph.D., 1952. High S r b d admioistrarion, k t o n r ~ c Minn., , 1929-36. Teaching: W d d ~ r fa U e g t , 1936-38. Registrar, Augsburg College, r 939-46; Dta, 1942-46 and since 1950. A t Augsburg since 19rS. LELAND B. SATEREN, A.M., Professor of Music AB., Augsburg College, 1935 ; A.M., Universirp of Minnesota, 194 j. Additional study: Campsicion with Donald F e r g w n (-Minneapolis), 1941-43. Teaching: Ehgh School, 193 y-39. M d c Director, Radio Starion KUOM, University of Minnesota, 1940-4 3. Educational Director, Civilian Public Service, 1444-46. At Augsbwg 1941-43.and since 1946. A. M. SAVOLD,A.B., Assistant Professor of Music A a . , Luther College, 1941. Teaching: Beman County Agriculture and' Tnining SchmI, Maddock, N. D., 1934-37; Lvnberton Pdblic Schools, 1941-42 and 1946-48. U. S. Armed Forces, 194s-45; Glenwood Public Scboofs, 1948-52. A t Augsburg since 1952. RUTH SEWLSON,M.S., Professor of Home Economics B.S., University of Minnesota, 1925; M.S., 1938. Additional study: Minnesota and Syracuse University. Teaching: High School, 1925-28; University of Minnesota, 1928-44; Washington State College, Summer 1936. A.t Augsburg since 1944. GEORGESOBERG,A.B., C.T., Professor of Mathematics A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950. Additional study: Minnesota. A t Augsburg since 1926. PAULG. SONNACK,A.B., Th.B., Assistant Professor of Religion For statement of academic preparation and experience, see Theological Seminary Faculty listing. M. STENSVAAG, S.T.M., Ph.D., Professor of Religion For statement of academic preparation and experience, see Theological Seminary Faculty listing. JOHN CLAIRE. STROMMEN,A.B., Director of Public Relations A.B., Augsburg College, 1946. Teaching: High School, Springfield, Minn. Insurance salesman, 1946-13. At Augsburg since 195 I. ~MERTON P. STROMMEN, A.B., l%.B., College Pastor and Assistant Professor of Religion A.B., Augsburg College, 1943; C.T., Augsburg Theological Seminary, 1944; Th.B., 1951. Additional study: Minnesota. Pastor, Mora, Minnesota, 1944-47. At Augsburg since 1947. OLIlP H. SWENSON,A.M., Instructor in Sociology A.B., Gustavus Adolphus College, 1943; A.,M., University of Minnesota, 19 50. Teaching: Gustavus Adolphus College, 1947-49, 1950-5 I. Probation Ofice, Hennepin County, 191 I-. A t Augsburg since 1953. AGNESB. TANGJERD, AM., Librarian and Associate Professor of Library Science A.B., St. O l d College, 1920; B.S. in L.S., University of h&mesota, 1939; A.M., 1944. Additional study: Minnesota. With Zion Society for Israel, 1922-28. Teaching: High School, 1929-3 6. Eau Claire Public Library, 1936-38. At Augsburg since 1940. DANIELB. TETZLAFF,B.S., Instructor in Brass Instrzlments B.S., University of Minnesota, 1946. Additional study: University of Minnesota. Teaching: Southern College of Fine Arts, Houston, Texas, 1948; Hamline University, 19 5 2-5 3. At Augsburg since 1953. ROY PHUIP THELANDER,M.S., Instructor in Biology A.B., University of Utah, 1949; M.S., 1950. Additional study: Minnesota. U. S. A m y Air Forces, 1942-46. Teaching: Part-time, University of Utah, 1947-50. At Augsburg since 1950. GERALDH. THORSON,A.M., Assistant Professor of English A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948. Additional study: Grenoble, Wisconsin, Oslo, Minnesota, Columbia, U. S. A m y , 1943-46. Teaching: Wagner College, 195 I. At Augsburg since 1946. JOHN THUT, A.B., M.Mus., Assistant Professor of Voice A.B., Goshen College, 1923; B.Mus., American Conservatory of Music, 1929; M.Mus., 1936. Additional study: Minnesota. Teaohing: Bethel College, 1924-27; h e r i c a n Conservatory of Music, 1931-44; Colorado State College of Education, 1946-47. YMCA War Prisoners Aid, England and Belgium, 1944-46. A.t Augsburg since 1947. VERA THUT, B.Mus., Instnrctor in Piano B.Mus., American Conservatory of Music, 1927. Additional study: American Conservatory of Music and Minnesota; Master Class Work with Silvio Scionti; Robyn Normal Teachers Training Course; Studied under Kurt Wanieck. Teaching: American Conservatory of Music, 1926-46; Colorado State College of Education, 1946-47. At Augsburg since 1947. A.M., Associate Professor of Sociology JOEL S. TORSTENSON, A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940. Additional study: Minnesota. Director of Education and Public Relations, Midland Cooperative Wholesale, 1945-47. A t Augsburg 1938-42, and since '947. MARGARETSATERENTRAUTWEIN,A.M., instructor in English A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953. Additional study: Minnesota. Teaching: High School, 1937-47. At Augsburg since 1949. ~ ~ V E. T TRAUTWEIN, N A.M., Assistant Professor of Psychology and Education A.B., University of Nebraska, 1935 ; A.M., Columbia, 1940. Additional study: Hamard, Hawaii, Minnesota. Teaching: High School, 1936-42; Dean, Norfolk Junior College, 1942. Staff, Education and Training m c e r , V. A., Fort Snelling, 1946-48. Research Assistant and Counselor, University of Minnesota, 1948-50. U. S. Army Air Force, 1942-46. A t Augsburg since 1950. ERLINGJ. URDAHL,A.M., Associate Professor of Biology and Psychology A.B., Concordia College, 1930; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Fdls, Minnesota, 1935-41. At Augsburg since 1943. S w r r D. WALTON,Ph.D., Assistant Professor of Business Administration ad Economics B.S., University of Minnesota, 1947; Y.B.A., Harvard University, 1949; PbD., Iowa State College, 1953. Teaching: Iowa State College, 1949-52. University of Minnesota, 1912-5 3. At Augsburg since 1953. General Information PURPOSE Augsburg College is a four-year liberal arts college sponsored by the Lutheran Free Church for the purpose of giving young people an opportunity to obtain a broad education in a Christian environment. In addition to a general education, students may prepare themselves for such vocations as high school teaching, business administration, medical technology, secretarial work, parish work, missions, and social work. They may prepare for further study in the fields of dentistry, engineering, law, medicine, nursing, and theology, as well as for graduate study in various fields. The Skminary, with its facilities on the same campus, offers a three-year rheological course leading to a Bachelor of Theology degree. Its purpose is to prepare pastors and missionaries for the Lutheran Free Ohurch. LOCATION Augsburg College and Theological Seminary is located in the Riverside Park area of South Minneapolis, across the Mississippi River from the University of Minnesota and within walking distance of the main business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities. They have access to libraries, museums, and art collections. They may hear the best in music and lectures. Minneapolis is recognized throughout the nation as a vital center of religious life and activity. Outstanding leaders in many fields both from other parts of America and from foreign countries are frequent visitors. College students in the Twin Cities have abundant opportunity to contact present day life at one of its focal points. HISTORICAL SKETCH Augsburg was begun as a seminary in I 869, at Marshall, W'~sconsin. It was the first theological seminary started by Norwegian Lutherans in America. Through an arrangement with a private institution known as Marshall Academy the Seminary was housed in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to work out satisfactorily; so the theological group moved to a private dwelling, where classes continued until 1872. In the autumn of that year the Seminary was removed to Minneapolis, Minnesota, where a building had been erected for its use. In the same year the school was incorporated under the laws of Minnesota. The aim of the institution was to train ministers for the Lutheran congregations which were being organized in growing numbers in the pioneer settlements that were spreading rapidly over the Northwest. The college was established when it became evident that in order to get students who were adequately prepared for theological study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory studies and four years of college work along two lines, a classical course to prepare students for theology, and a scientific course to prepare for the professions. The latter course, however, had to be discontinued, partly for lack of funds and partly because too few students selected the course. The first college students were enrolled in 1874 and the first class was graduated in 1879. In 1900 a high school course covering three years was established which in 1910 was expanded to a standard four-year course. This was discontinued in 1933. In the years 1916-1919 the college course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and supplemented by social and scientific studies and a more general emphasis upon the study of the humanities. In recent years there has ,been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present time majors are offered in 17 fields. Coeducation was introduced in the College in 1921. In the Theological Seminary there has likewise been a continuing revision of the curriculum and the addition of new courses. The requirement of a six-month period of internship was added in 1939. Standards of admission have ,been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the Seminary and the College function in close cooperation. Long experience has proved this arrangement to be mutually wholesome and stimulating. Five presidents have served Augsburg during the course of its history. The terms of o6ce of two of these cover a span of over half a century. The first president was August Weenaas, who served from 1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907. Sven Oftedal served from 1907 to 1911 and was followed by George Sverdru~,whose term extended from 191I to 1937. H. N. Hendrickson served as acting president from 1937 until 1938. Bernhard Christensen, the present president, has served since that time. FUNDAMENTAL AIMS The educational purposes of Augsburg College and Theological Seminary spring from the conviction that Christianity is the fundamental force for good in human life. All the aims of the College, as well as those of the Seminary, are bound together by this principle. To express more distinctly the meaning of this, the following statement of aims has been formulated by the College faculty: T o lead the student to cr deeper understanding and personal realization of the truth and pvwer of the Chistian Gospel, to the end that he may become an eeective participant in the evangelical and missionary task of the Church and an earnest advocate of the Christian way of life both for the individual and for society. To familiarize the student with the clcltare of our own and other civilizatiolts, not only for the enjoyment this knowledge affords but also for the development of a more sympathetic understanding of our fellow men throughout the world. T o develop the student's ittterest in the attahment of the comnum pwposes of our counhy, so that he may work for the welfare of our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and participation in human affairs throughout the rest of the world. T o cdtivate in the student a Christian social spirit, in order that he may realize in his life a right balance between what he expects of others and the service he will render his fellow men. To teach t h e student t o discipline his own urges, interests, amhtiuns, and demands in a way that will effectively contribute toward the development of good character. To train t h e student in scientific methods of study and also develop his understanding of the relations of science to the welfare of humanity. To stimulate intellectual interest and develop s c h o l l y insight, so that the student may learn to think with accuracy and comprehension a t the same time as he experiences an understanding of truth which will help him to integrate the findings of science with the deepest spiritual reality. To awaken and foster in the student a n intelligent appreciation and enjoyment of t h e best in t h e fields of t h e fine arts. T o guide the student in the understanding of social relationships in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation and conduct by the principles of Christian courtesy and sincerity. T o provide guidance fw the student in the discovery and clarification of his aptitudes and his life Purposes so that as early as possible he may plan his educational program wisely. T o train students in vocational and professicmaZ lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year college course preparing for the study of theology. T o help the student develop certain skills, as in language, music, physical activities, use of the library, laboratory work, and typewriting, together with other skills, which will increase his eaciency in the various relationships of life. T o agord t h e student wholesome recreational experience which will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant source of social and personal satisfaction. T o instruct t h e student in principles, attitudes, and ideas pertaining to health, and also to train him in practices and skills which will promote his physical and mental well-being and make him better fit to meet the responsibilities of life. The work of the whole institution, both the Seminary and the College, is done on the basis of Christianity. The students who come are invited to take up their college work with the distinct understanding that the Christian spirit is determining in all things. They are asked to cooperate willingly in the program of the school towards that end. The entire program of the school, curricular and extra-curricular, and the discipline thought wise in order to make possible the carrying out of this program, spring from the aim "to see all things through the eyes of Christ." Enrollment in Augsburg College and Theological Seminary presupposes on the part of the student full cooperation in the ways prescribed for the attainment of these aims. FINANCIAL SUPPORT AND CONTROL From I 870 to I 890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with two others, in 1890, resulted in the afdiation of Augsburg with the newly created United Norwegian Lutheran Church. Due to cMerences concerning the control of Augsburg a division arose, and in x 897 congregations whose sympathia were deeply rooted in Augsburg formed the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Augsburg and the Lutheran Free Church has been marked by complete harmony of purpose and ideals for more than half a century. The control exercised by the Lutheran Free Church is indirect. The Annual Conference of the Church nominates the members of the Augsburg Corporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control over property, finance, and personnel. Academic control is vested in the President and the Faculty. In addition to the income from student tuition and fees, which has materially increased with the growth and development of the College, rhe chief financial support of the institution comes from the congregations of the Lutheran Free Church. In recent years a growing circle of friends also outside the Lutheran Free Church, both alumni and others, have contributed financially to the sup- port of the school. Augsburg welcomes and invites such support on the part of all who believe in her program of vital Christian education. MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS. Augsburg College is fully accredited by rhe North Central Association of Colleges and Secondmy Schools as a degree-granting institution. It is a member of the Association of American Colleges, the National Lurheran Educational Conference, the Association of Minnesota colleges, and the State Council of Minnesota Colleges. THE ALUMNI ASSOCIATION The Augsburg Alumni Association has as its goal to enable the graduates of the College and Seminary to maintain effective contact and cooperation with one another and with their A h a Mater. The annual meeting is held at Commencement time each year. Regional meetings also are held from time to time. The present ogcers are: Henry J. Bertness, President; Esther Aune, Vice-president; Marian Lowrie, Recording Secretary; Gloria Nelson, Harvey Peterson, and Kennet,h Sorenson, Advisers. THE AUGSBURG FOUNDATION The Augsburg Foundation, formerly the Augsburg Foundation Fellowship, is an association of alumni, former students, and other friends of Augsburg, having as its purpose to give united and systematic support, ,both spiritual and financial, to the school. The Foundation was estgblished in 1941 by joint action of the Board of Trustees and the Alumni Association. Its work is directed by a General Committee of nine members. A Foundation Day is held each year. EDUCATIONAL PLANT BUILDINGS The Main, erected in 1900, contains the Chapel, the Library, the Seminary classrooms and oflices, and a number of college classrooms and oflices. Science Hall, erected in 1948-49, is a large and completely modern college building. It includes, besides the administration of- fices, well-equipped laboratories for Chemistry, Physics, Biology, and Home Economics, as well as the student organization &ces, the Student Center, a small auditorium, classrooms, and faculty osces. On the fourth floor is the Tower Prayer Chapel. Sverdrup-Oftedal Memorial Hall, erected in 1938, is a modem, fireproof dormitory affording living quarters for about 150 men. On the ground floor of this building is the college cafeteria and dining hall. Sivertsen Hall, acquired in 1939, is a comfortable dormitory accommodating about 50 women. Morton Hall, erected in 1888, Edda House, purchased and remodeled in 1948, and Miriam House, acquired in 195 I, are smaller dormitories for women, each accommodating about 20 students. During 1947 two new buildings were added, both located on ~ 3 r Avenue d across the Square from the older part of the Campus. The Gymnasium, an adequate temporary structure, was erected for the College by the Federal Works Agency as a part of a program providing educational facilities for veterans. The Music Hall was acquired by purchase and remodeled to serve the needs of the Music Department. Quite a number of dwellings have been acquired in recent years in the expanded campus area, which are used for faculty and student housing until this need can be met through more permanent structures. Also three temporary housing units have been erected by the Federal Works Agency on the campus ground. The President's Home, a residence of modern architectural design, located at the south of the Square, was erected in 1949. Some years ago the beginning was made of a Museum for the school. Members of the Alumni Association have presented many t s . There are several collections: a Madagascar Cdvaluable d lection, a Santal Collection, and a considerable collection of rare minerals, curios, etc. Contributions to the Museum are invited. In the spring of 1929 the Augsburg Archive Society was organized. The purpose of this organization is to gather and preseme documents, books, and other articles of historical value. To house the Archives a fire-proof room which was provided in the Main has been replaced recently by a large room on the ground floor of Science Hall. Here are now found a fine collection of periodicals, old and rare books, manuscripts, letters, and pictures, and also about I ,000 volumes of Norwegian-American literature, affording rich resources for scholarly research. Further contributions to the Archives should be sent to Prof. Iver Olson, Archivist. The collections in the Library aggregate about 27,700 volumes exclusive of pamphlets. About three hundred of the best periodicals, and pamphlets dealing with various subjects, and a number of serials devoted to the interests of special fields are received currently. Students have access to the Library daily from 7:45 A. M. to 1o:oo P. M. On Saturday the Library closes at 4:30 P. M. In the Twin City area other libraries are located-which make their holdings available to Augsburg students, notably, the St. Paul and Minneapolis public libraries, the latter of which issues library cards to out-of-town students for each school year; the James Hill Reference Library in St. Paul, which has one of the finest reference collections in the Northwest; and the University of Minnesota Library, which is within walking distance of the Augsburg campus and is a splendid source of materials for research papers. Each year Augsburg students make extensive use of all these libraries. NATURALSCIENCELABORATORIES The laboratories of the Natural Sciences are located in the Science Hall. Three laboratories and two storerooms for Biology are located on the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and the .two storerooms for Physics are located on the third floor. To facilitate instruction the college provides many excellent visual and auditory aids. Available for classroom use, and for the use of other college activities, are the following: Two 16mm. sound movie projectors, two 3 I/4x4 inch slide projectors, three 2x2 slide projectors, a Balopticon, a sound amplification system, two film strip projectors, and a magnetic tape recording machine. There is also a well equipped photography department. The Auditorium in Science Hall is fully equipped for visual education classes and lectures. Several classrooms are dso provided with facilities for projection. SPECIAL PROGRAMS OF STUDY Evening classes are held as a community sexvice for adults not enrolled in the day school. Announcement of course to be offered are made in the fall. Information about the evening school may be obtained from the o6ce of the Dean. OF NURSING AFFILIATIONWITH SCHOOLS Student nurses in the Schools of Nooursing at the Lutheran Deaconess and Swedish Hospitals in Minneapolis receive much of their first semester of instruction at Augsburg College. Application for admission to the Schools of Nursing should be made to the hospitals directly. In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college degree with a major in Medical Technology. The first three years of this work are taken at Augsburg and a final twelve-month program is completed at the hospital.- Financial Information STUDENT EXPENSES A considerable part of the income on whiah Augsburg operates is derived from endowment and from gifts, a major part of the latter coming from the supporting church. Therefore, the fees charged the student do not constitute h e whole cost of his education, for he enjoys the benefits of the gifts of those who 'believe in and support rhe work of the school. Fm theological students, the church assumes the full cost of tuition; a statement of other expenses in attending the seminary is given in the Seminary section of the catalog. GENERALEXPENSES FOR ONE SEMESTER' Tuition in College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $200.00 This covers instruction, use of the library, and admission to all athletic events. h k s , &C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25.00 t0 40.00 Student activity fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.00 Health fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.o~ 5.00 Matriculation fee (for those registering the first time) . . . Key deposit (refundable) . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo Locker (optional) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo Mail box fee . . . . . . . . . . . . . . . . I . . . . . . . . . . . . . . . . . . . . .5 o Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $245.50 to 260.50 Students registered for more than the maximum number of credit hours (17 in the College) are charged at the rate of $10.00 for each additional credit hour a week per semester. Special students will pay at the rate of $17.00 per credit hour up to 1 1 credits. Those who register for 12 or more credit hours will pay the regular tuition charge. The fee for auditing a course is $7.50 per credit hour. Special students and auditors enrolled for 5 hours or more of class work per week pay the student activity fee and health fe. Subject to change. ROOMAND BOARDPER SEMESTER' Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63.00 Board (estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . . I 60.00 SPECIALFEES Late registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Change of registration after the beginning of the second week of classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registration with the Placement Bureau . . . . . . . . . . . . . Placement fee, depending upon the methad of placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3.oo to Graduation fee. for seniors in both the College and the Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Final examinations taken at another hour than the one scheduled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Examination making up an incomplete or a condition . . . . . Comprehensive examination . . . . . . . . . . . . . . . . . . . . . . . . . 3 .00 1.00 2.00 5.00 7.50 2.00 2.00 . 5 oo MUSICFEESPERSEMESTER ...................................... Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brass (private instruction) . . . . . . . . . . . . . . . . . . . . . Brass (class instruction) . . . . . . . . . . . . . . . . . . . . . . . . . . . Piano rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organ rental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Choir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chord Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Piano ' .. Art I and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00 Art 3 and 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.00 3.00 Home Economics 2, 36, 76 . . . . . . . . . . . . . . . . . . . . . . . . . . . Home Economics 39 and 40 . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00 Biology 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I .oo- 2.00 Biology, 1,2,3N,4, 52, 5 3 , a n d f s . . . . . . . . . . . . . . . . . . 2.50 Biology 7N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00 . . . . . . . . . . . . . . . . . . . . . . . . 5.00 Biology 13, 14, 25, 26, and 54 1 . Subject to change Chemistry I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chemistry 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chemistry 3N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chemistry5,6,~1,5~,53, 54,andss . . . . . . . . . . . . . . . . . Physics I, 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics 5 and 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics 51 and 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretarial Studies 2, 8, 5 I, and 52 . . . . . . . . . . . . . . . . . . . . . Secretarial Studies I, 5 3, and 54. . . . . . . . . . . . . . . . . . . . . . . Education 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.5 o 2.00 4.00 5.00 2.50 2.00 4.00 5.00 2.5 o I. 50 15.00 Resident students General expenses . . , , . . . . . . . . . .$245.50 to 260.50 . . . . . . . . . . . . . . . . . . . . . . . . . 223.00 Room and Board Special, music, or course fees. . . . . . . . . . . . . -2.00 to 3 5.00 Total, approximately . . . . . . . . $ 4 7 o . ~ oto ~ 1 8 . y o OiX-campus students General expenses . . . . . . . . . . Special, music, or course fees Total, approximately . . . . . . , . . . . $245.50 to 260.50 . . . . . .2.00 to 35.00 . . . $247.50 to 295.50 PAYMENT OF ACCOUNTS Srude~~acwunzsare.&hMarthe cimaofre&~ationin S q t d s and Felmwy. Parena may dqmit money in advan* at the school or the d e n t may d e dx papent whenhe tegbter~s. Rw-g dmt paymest of fees in f d ac reg;sWarjon p e s a h a n d p m k im v e e &e c&ge bas -toted s '"deferred p a w - parn". Unde this-plan.% miniftlum df 205% of the tuition fee, room fee, and minimum board bill is paid at registration together with all special course and miscellaneous fees. T h e balance may be paid in monthly installments during the semester. To defray the cost of the plan a charge of $1.00 is made for each payment on the student's account after registration. Subject to change. REFUNDS Students who cancel their registration before the middle of any semester pay tuition at the rate of $14.00 per week for the time during which they have been in attendance. Students who cancel out after the middle of the semester receive no refund of tuition. No refunds are made of the Matriculation and Student Activity fees. Course fees are paid at the rate of 10% per week ,by students who cancel out before the middle of the semester. Papments for board and room are refunded in proportion to the time students have been in residence. Students who move out of dormitories but do not cancel out of school are charged the full semester room rent. STUDENT AIDS Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg. Students must meet certain requirements to qualify for loans or scholarships. The college gives assistance to students in securing work both on and off the campus. Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time. The Gewral Studmt Loan Fund, established through the gifts of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. It extends assistance to members of all classes. The Charles and Nora Crmch Student Loan Fund, established in 1954, likewise extends assistance to members of all classes. The Jhnand Anna Jorgiw Gregory Theological Studmt Lorvn Fuwd is available to students who are preparing for the ministry. The Student Aid Fund of the Zion Lutheran Hour, established under the auspices of Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the minis~ry. Arrangements for the loans are made through a conference with the Dean of Students, chairman of the faculty committee on student loans. In addition ro arranging loans, the committee counsels students on h c i d matters w i d rhe objective in mind of helping rhe mudent work out a sat$factorg plan for 'hisfinances. Prize Scholarships, amounting t o tuition for the second half of the Fr&a year, are offered to the highest ranking boy and the highest ranking &I in each Minnesota high school graduating class. A number of su& schoIamhips are alsu awarded to other outstanding high school graduates selected by the Scholarship Committee. The Opseth Memorial Music Scho1arsh;iP was established in 1953 in memory of Henry P. Opseth, former head of the Music Department and director of tbe Augsburg Cullege Choir. It is awarded annually to a sophomore w j d ~ student r of outstanding promise or achievement in the field of music. The Gewge Svmdmp Gadaate F~Elws&$ was atabhhed by the Board of Trustees of Augsburg in 1947 to honor the menory of George Sverdrup, Praident of Augsburg from r91 x to 1937. It is awarded annually to an Augsburg graduate of outstanding character and abiLity who plans to prepare further for the mcatiOn of teaching. The amount of the Fellowship is five hundred dollars. The Keith E. H o # w n M&I Sckohshifi was established in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory of their son who gave his life in the conquw of Okinawa. The d o l a d i p wnsists of the income from a fund of $ I ,075 and is awarded annually t o a student selected on the basis of academic achievement, personal character, and ability in the field of athletics. T& Lastberan E r o f k h d SchIarshij of $300 is provided by the Lutheran Brotherhood Life Insurance Society and awarded each fall to an outstanding Lurheran college senior. The student is selected by the college in the spring of the junior year on the basis of religious leadership and &ohtic standing. The Alcgsburg College Wotnen's Club Scholarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship. T h Adolph Pmlson Mem&Z Prize, from a fund established by members of the Paulson family in memory of Professor Adolph, Paulson who taught Social Science at Augsburg from 193o to I 93 5, is awarded annually to a college student for the best essay written on an assigned subject in the general field of Christian Sociology. The amount of the prize is $40.00. The Celia Fredricksm Schlursbip consists of the income from a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Lamberton, Minnesota, parish of the Lutheran Free Church. The Greater Augsburg Alumni AssocilEtim Scholarship of $250 is awarded annually to an outstanding alumnus of Augsburg in order to encourage and assist promising students in the carrying out of projects of graduate study. The Women's Missionary Federation Scholarship is awarded by the Federation to returned missionaries pursuing further study or to Lutheran students of recognized Christian character and good scholastic records who are making preparation for mission work in evangelistic, medical, educational, literary, agricultural, or other fields approprite for missionary work. The scholarship is granted for one year at a time in amounts varying from $so.oo to $250.00 per year for academic and professional training. Higher awards are possible for graduate work or medical study. EMPLOYMENT SERVICE The employment service, located in the Placement Ogce, has been successful in placing hundreds of men and women students in pairt-time positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales work, and secretarial and clerical work. Students ai-e employed by the college in many activities. For these positions preference is given to upper-class students who have maintained a good scholastic average. Assistance in securing summer employment is also provided each spring by the Employment Service. Application forms for part-time employment on or off campus may be secured from the Admissions or Placement Offices. Student Community Life 1 3 CHRISTIAN ENVIRONMENT The influences which mould life and character on a college campus are of many kinds. While the exercises of classroom, laboratory, and library form the organizing basis of college activity, they need to be supplemented by other than academic forces. These intangible but very real supplementary iQuences have much t o do with creating the spirit of an institution. At Augsburg d e h i t e emphasis is placed upon the maintenance of a wholesome spirit of Christian community living. Students are urged to give conscious attention to this personal and spiritual side of their development and thus contribute toward the prevalence of a vital and happy Christian atmosphere on the campus. It is the earnest desire of those who direct the policies of Augsburg that the institution may constantly be permeated by an atmosphere in which the quest for Truth as it is in Christ is prayerf d y fostered in each life. All students are required to register for two class hours per week in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed that every Augsburg student will h d a church home in Minneapolis and attend its services regularly. I t is expected of each student that his life, conduct, and influence, both on and 06 campus, shall be worthy of a member of a Christian College. Those who do not feel drawn to this quality of life and to the fellowship in which it is nourished should not seek to be enrolled at Augsburg. A truly Christian spirit and environment must be the product of the united effort and prayer of faculty, students, and administration. THE CHAPEL SERVICE The heart of Augsburg's program of Christian education is the daily Chapel Service, where the faculty and students gatfier for united worship, prayer, and a brief meditation upon the Word of God. Regular attendance is expected of all students. DISCIPLINE The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public dances, indiscriminate attendance at movies, and objectionable card playing. Students enrolled at Augsburg are expected, therefore, not to participate in such practices. Augsburg reserves the right to dismiss or to discipline any student who is not amenable to advice and direction. The school likewise reserves the right to dismiss any student whose general conduct or influence is unwholesome. Such a student may be removed although no formal charge is made against him. CULTURAL OPPORTUNITIES Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages offered in the Upper Midwest. Excellent art collections are to be found in The Minneapolis Institute of Arts and the Walker Art Gallery. The Twin City libraries are large and extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other concerts afford rich opportunity for music appreciation. In the Twin Cities are located both the University of Minnesota and several colleges, affording contacts which are conducive to intellectual and cultural stimulus and development. CONVOCATION Regular convocation programs are held at Augsburg throughout the year. These programs aim to acquaint the campus community with outstanding personalities and problems in various fields. A wide range of interests is covered, including the scientiiic, political, social, religious, and artistic. RECREATION AND SOCIAL LIFE "No man is a hypocrite in his pleasures." To learn to enjoy the right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the formation of helpful recreational habit-patterns, not only as regards the definitely planned play-program supervised and directed by the Department of Physical Education, but as regards the use of leisure time in general. Wholesale social activities of of many kinds are fostered and encouraged. STUDENT AREAS The Student Center, the Student Council Room, the Augsburgian and Augsburg Echo Offices in Science Hall are headquarters for many student events and provide opportunity for students, both campus and city, to meet informally and to promote student activities. The recreation room at Sivertsen Hall, the gymnasium, the Dining Hall, and the reception rooms in the various residences provide opportunities for informal social gattherings and for study and discussion groups. The Tower Prayer Chapel in Science Hall is open during the day for times of quiet and meditation. Smaller groups may request the use of the chapel for devotional meetings. STUDENT ACTIVITIES Student activities are regarded as an integral part of the educational experience of college students. The oflice of Coordinator of Student Activities has been created to provide centralized services, continuity, and concern for the e~ectivefunctioning of all student activities. The program of student activities is organized through the Student Council. College direction is provided by the StudentFaculty Committee, the Coordinator of Student Activities, and the faculty sponsors of the several organizations. The Student-Faculty Committee serves as a liaison lbetween the Student Council and the Faculty Council. STUDENT GOVERNMENT The Student Society. Its purpose is to guide student affairs and to provide students with training in practical democracy and in developing student initiative and leadership. An organization of the entire student body, it is the agency for student government on the campus. It delegates the authori'ty "to promote and govern the all-student activi,tiesmof the college to The Augsburg Student Council. The president of the Council and the major chairmen are elected by The Student Society. Other memibers are elected by each of the College classes and The Theological Seminary as their representatives. A local council of the National Stdent Association has !ken formed by the Student Council. Associated Women Students consists of all women enrolled in Augsburg College. The purpose of this organization is to provide an organization for self-government, to create a sense of hacrmony and fellowship among the women of the College, to promote and maintain a high standard of honor and integrity in matters of personal conduct, and to encourage participation in college activities. Memorial Hall Hmse Council is made up of the counselors and representative students from each house in Memorial Hall. The members aid in establishing policies for the residents, and assist in maintaining order in che Hall. Class Organizations. Freshmen, Sophomores, Juniors and Seniors each have their own class organization and participate in student government. ACADEMIC Aristotelians. Membership is open to students who specialize in the natural sciences. Programs are planned to develop and further the scientific interests of the students. The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is the major objective. T b German Society. This organization is for the purpose of cultivating an appreciation of the German language and culture. The Home Economics Club, open to all students in &at department, is an organization promoting professional attitudes toward all aspects of home and community life. The Nmse Club. This club is composed of students who are interested in Norwegian history, literature, music, and art. The Spanish Club gives members of the Spanish classes opportunity to exercise Ithe use of their knowledge in informal gatherings. ARTS The Camera Club. Camera fans meet regularly to exahange ideas about their hobby and to develop skill in photography. The Drama Club has been formed 'to give interested students opportunity for self-expression in the field of the drama. Film Society. Students interested in lbringing iilms to the campus subscribe to a series each year. Discussions follow on the sociological, psychological, or literary merits of the production. Forensics. Augsburg is annually represented by men and wornen debaters at intercollegiate contests which are held in various colleges in Minnesota and neighboring states. There are also local and intercollegiate contests in oratory. Reading recitals and plays are additional means of oral expression. Music. A comparatively large number of students take part in the musical activities of the school. These are composed of the choirs and the band and a variety of smaller groups. The aim of these organizations is to spread the Christian Gospel &rough the fellowship of music and song. Membership in the choral organizations and the band is based upon musical aptitude and interest. College credit is given to members who fulfil the requirements outlined by the Department of Music. The Augsbzcrg Cdkge Choir consists of albout sixty memlbers. From year to year che Choir has toured in various parts of the United States, singing an average of twenty-five to thirty concerts during each season. The itinerary has included the West Coast, East Coast, Canada, and the Midwestern states. The Augsburg C h a l Club serves as a preparatory choir, and also trains for concerts which are given both in the Twin Cities and in ocher parts of Minnesota and neighboring states. The Augsburg College Concert B d presents regular concerts on tour. In addition, it gives practical experience in instrumental music and &us furnishes training for the prospective teacher. The Male C h u s affords opportunity to those interested in this special type of group singing. The chorus meets once a week. In addition to the Choir, Choral Clulb, Male Chorus, and Band, there are at Augsburg many smaller musical groups, both vocal and instrumental. For many years Augsburg has sent out duos, trios, quartets, and similar groups among the churches. These organizations are usually formed and directed by the ,students themselves, subject to the approval of the music department. Each year the chairman of Music and of Speech together with faculty representatives of the Music and Speech departments and a student chairman, sponsor a light opera. The 195 3 presentation was Gilbert and Sullivan, HMS P h f o r e ; the 1954 presentation was Gilbert and Sullivan, The M i U o . Minneapolis Symphony Orchestra F m m , inaugurated in I 9 5 31954, invites Augsburg students and faculty to sdbscribe to a series of six concerts of the Minneapolis Symphony Orchestra at Northrop Auditorium on the University of Minnesota campus at a special rate. The subscribers constitute a forum for discussion of musical art. Speakers at the forums at Augsburg in 1953-1954 were Antal Dorati, conduct'or of the Symphony; John K. Sherman, Arts Critic of the Star-Tribune; and Isaac Stern, violinist. The Writers Club. This organization is composed of students interested in creative writing. Members submit articles for group criticism at the regular meetings. This group annually sponsors a "Creative Night" where all types of creative arts, music, painting, sculpture, as well as writing, are demonstrated and exhibited. ATHLETICS All students and faculty are admitted t o home athletic contests upon presentation of their athletic cards, which are distributed at the beginning of the school year. Physical Edzlcatim and Recreatim. Under the direction of the Department of Physical Education a wide range of activities of a recreational nature is arranged for general student participation. Every student is urged to find some activity in which to participate for his own pleasure and recreation. Co-Rec, or recreational sports, evenings are arranged twice a week for both men and women to provide recreation and to foster and increase interest in recreational games and sports. Imtrmural Athletics. Through the intramural department competition is maintained in touchball, basketball, table rennis, badminton, softball, handball, volleyball, horseshoe, tennis, and shdeboard. Climaxing the intramural program is the Conference Extramural Meet, a special Minnesota Intercollegiate Athletic Conference event in which champions of all intramural sports of member schools compete for Conference intramural championships. The "A" Club. Membership in the "A" Club is limited to men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future into a more intimate bond of fellowship, and to keep the athletics of Augsburg on the highest possible plane." Women's Athletic Association. The Women's Athletic Association is an honorary organization. Membership is gained by participation in d i v i d u d and group recreation activities with awards given on a point basis. The Augsburg W.A.A. is a member of the Minnesota Athletic Association of College Women. The Pep Club is organized to develop a vigorous interest in support of the college games and sports. Imtercollegiate Athletics. Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, basketball, baseball, track, tennis, and golf. It is the purpose of Augsburg to provide an intercollegiate athletic program which is in harmony with its Christian philosophy. This philosophy is to 'be reflected in the conduct and outlook of lboth the players and =he spectators. The educational program of the college recognizes that recreation and play are a fundamental part of human life, and that t'&s phase of life needs to be cultivated if physical, mental, and emotional health are to be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can contribute to the development of student interests, skills, insights, and loyalties. More specifically, the following outcomes are sought: ( I ) The student participating in athletics should acquire and exhibit, 'both in and out of athletics, such ,basic qualities of character as self- discipline, honesty, sense of fair play, and cmperation. ( 2 ) The participant should develop the knowledge, interests, and skills which will be of special use to him in such vocations as teaching and coaching or recreational leadership, or in his own recreational activities. Far from being set apart from his educational goal or in any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or be complementary to his other educational activities. ( 3 ) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play, appreciation of high grade performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate a~hleticprogram should contribute to the development of a unified and healthy "schml spirit". Enthusiasm for intercollegiate athletics or other cocurricular activities should not overshadow pride in high scholastic achievement, nor can it take the place of a well-rounded and effective intramural and general recreational program. CITIZENSHIP Brotherhood Week. The last week in February is devoted to developing Christian concepts of brotherhood, with speakers for the Campus Chest Fund Campaign speaking for Brotherhood. Future Teachers of America. The Martin Quanbeck chapter on the Augsburg campus is open to all students who are interested in education and especially those preparing for the teaching profession. The program is designed to develop professional understanding and attitudes. *Human Relatiom Club is an organization of students w'ho major in one of the social sciences or d o are particularly interested in human relations. Organized Field Trips. Various departments arrange for field trips to places of special interest, such as the State Prison, State Capitol, social settlement houses, and industrial and financial institutions. rr9elitical Action Conference. Students interested in history or political science cooperate with the NSA chairman and the head of the history department in sponsoring a three-day conference on Political Action during March. The Republican Club and the Young Democratic-Farm-Labor Club are organized to faster interest in political activity and good government, and to provide an opportunity to discuss issues of the day. SPAN. Augsburg participates in Student Project for Amity Among Nations, a Minnesota organization for students who quali.fy for study abroad according to its program. The Co-Ed Toastmasters Club. This Augsburg Club is open to both men and women interested in improving public speaking techniques. Student Projects. Augsburg students participate in a large number of projects, such as Campus Chest Fund Campaign, Library Drive, +he Minneapolis Community Chest Fund, Red Cross, March of Dimes, Blood Bank, Lutheran World Action, and community surveys. PUBLICATIONS Students interested in journalism can get practical experience in campus publications. All student publications are under the supervision of the Board of Publications, composed of students and faculty advisers. Each year this board edits the Student Handbook and Directory. The Augsburg Echo, a bi-weekly newspaper, offers opportunities for a selected number of students to participate in both journalistic and creative work. The Augsburgian yearbouk provides outlets for students whose interests lie in writing, photography, and art. All publications are student operated. Their primary function is t o present ehe Augsburg story from day to day and year to year from the perspective of the student. RELIGIOUS LIFE The Religious Life Committee is ,the unit through which the students and faculty endeavor to promote a religious program that will supplement and enhance the inherent Christian program of the college. Co-chairmen of this council are &e student Director of Religious Activities and the College Pastor. Areas for which this committee carries responsibility or concern are the Mid-Week services, dormitory devotions, $iritual Emphasis Weeks, prayer meetings, and 'similar volunteer group meetings. This council also serves as a coordinating agency for all volunteer Christian organizations on campus. The two principal organizations are listed as follows: Missimz Society. This organization promotes mission concern through a program of study, fellowship, worship, and service. A highlight of the year is the Mssion Festival. Lwtberan Student Assochtimz. This group seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA Conferences. SOCIAL Students at Augsburg are given opportunity for social training and social recreation. The Student Council &rough the Chairman of Social Activities, assisted by a Committee on Social Education, sponsors a monthly all-school activity of a social nature which all students are urged to attend. Most of these are informal. The Sophomores and Juniors sponsor semi-formal banquets. The Associated Women Students and a number of other organizations sponsor teas, dinners, and social affairs on and off campus. AWARDS Honors are given each spring at the Honor Convocatiun in recognition of students who have taken noteworthy part in student activities. The C h s of 1918 Oratorical Cup was presented to the College as a prize to arouse interest in oratory. The name of the winner of the annual contest is engraved upon the cup, which is to remain in the possession of the College and is placed on exhibition in the % i c e Hall. The 1927 Class Cup for Scholarship is awarded to the Senior student of highest scholastic standing who has attended for at least two years. The 1925 Class Cup in Athktdcs is awarded to the athlete who has made outstanding records both in athletics and in scholarship. Tbe Harold A. Johnsm Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to be the most valuable player on the basketball team. Student Personnel Services ADMINISTRATION College students face many new opportunities and not a few problems. Some problems disappear soon after the student has enrolled .but in many cases others appear during the four years of college. In order to help students to make the most of the opportunities and to provide help in the solution of problems, Augsburg College has developed a number of services for students. These include Freshman orientation, vocational and aptitude testing, counseling, housing and food service, health service, recreation and leisure time activities, hancial aids, student employment service, and extra-curriculdr activities. Graduating seniors and alumni benefit from the services of the Placement Oflice. The administrative phase of these services is centered in the of6ce of the Dean of Students. Plans and policy are formulated by the Student Personnel Committee. FRESHh4A.N ORIENTATION Freshmen and other new students participate in "Freshman Days" before the beginning of classes in the fall semester. The students take tests, inspect the college facilities, and become acquainted with heir fellow students, with the faculty, and especially with their own faculty counselors. Several conferences with the faculty counselors are scheduled for the students, during which they plan their program of study. All freshmen enroll-in a class in Orientation. In this course, the students learn about standards and requirements of various areas of college life. Methods and habits of study and related techniques are explored. Personal health, social adjustment, personal finances and vocational aims are discussed. TESTING A battery of aptitude, ability and interest tests are administered free to all new students during Freshman Days. College aptitude scores, English and reading ability scores are obtained far later use by counselors in helping students plan their programs. Personal adjustment scores and vocational interest scores help the students select occupational goals and future careers. COUNSELING The purpose of counseling is to give the student individual help in all areas of adjustment to college life. The insight and techniques of adjustment learned will also serve him later in life. Each new student is assigned a faculty counselor who may serve for two years. Counselors for juniors and seniors are their major advisers. The deans and other administrative oi3icers are general counselors to all students. The Faculty counselor helps the student plan his educational program in accordance with 'his life aims and interests. The student {becomesaware of his own abilities and aptitudes through the analysis and interpretation of test data by his counselor. Through a system of referral, students may obtain counsel from any member of the faculty, or from qualiiied persons within the college community. VOCATIONAL COUNSELING Vocational counseling is introduced to freshmen through the use of a vocational interest test. An Occupational Information iile in the college library provides study materials for vocational planning. Career conferences annually bring many professional people to the campus for group sessions and individual counseling on job opportunities. By means of such informational material and *he help of his counselor, the student is able to make a vocational choice appropriate to his ability and vocational interests. PERSONAL COUNSELING Students who have difticult personal problems may iind help through discussing the prdblem with their counselor. Finances, social adjustments, and church activities are common topics of discussions. Students v h o have spiritual prablems may confer with their counselors, or other faculty members, particularly the College Pastor and members of the Department of Religion. HOUSING Sverdrup-Oftedal Memorial Hall provides housing for about I yo men. Fifty women are accommodated at Sivertsen H d , with House and Edda House Morton Hall housing twenty, %am each housing eighteen women. The college maintains several small apartments for married studena. Applications may be made in the o6ce of the Dean of Students. Students not living at home must five in college-operated housing, and must take their meals in the college dining hall. Students may under certain conditions be permitted ,tomake other arrangements, after consultation with the Dean of Women or the Dean of Students. Residence halls are open to new students a day before regular schedules 'begin and are closed wi& twenty-four hours after che term closes. The rule applies also to vacations. Students who wish to stay in residence halls during vacations must have special permission from the Deans. Room rent and b a r d must :bepaid in advance. Rooms are furnished except for bed linen, towels, and blankets. The women may also provide their own ,bedspreads and drapes. Laundry facilities are available in each unit. Residents are held responsible for any beakage or injury to furniture, fixtures, or equipment, beyond ordinary wear and tear. ROOM APPLICATION Application for rooms should be sent to the Dean of Students or the Dean of Women as soon as the student receives notice of acceptance. Room assignments are made in order of application. Residents are reassigned for the next year before August first. ' After all residence halls have been filled, students are assisted in finding rooms in private homes. The oflice of the Dean of Students maintains a selected list of available housing. FOOD SERVICE The ground floor of Sverdrup-Oftedal Memorial Hall houses a cafeteria and dining hall, a social room, and a private dining room available to students and other groups upon request. All students, campus and off campus, share in the privilege of using these service units. The dining hall will furnish food at cost to student groups, for special parties or picnics. STUDENT HEALTH SERVICE I + The Student Health Service provides campus dispensary service during school days with a registered nurse in charge. The College Physician has daily office hours on campus for consultation and for emergency treatment. Physical examinations arc given all entering students. Correcrive treatment is provided where needed, and a school-wide program of recreation and physical training is conducted. I d r r n a t y rooms are adjacent to the dispensary. T h e Health Service is housed in a ground floor section of Memorial Hall, the men's residence. Students, faculty, and stafi have chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. PLACEMENT SERVICE The Placement Bureau assists seniors and alumni in securing P0s;tions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations a t the local as well as the state and national levels. Interviews are arranged both on and off the campus. A registration fee and a small placement fee are charged. The employment service which assists students in obtaining part-time employment is also located in the Placement Oflice. Augsburg College ACADEMIC ADMINISTRATION Admission Procedure Application for admission should be made on the regular admission form, which can (be secured from the Office of Public M a tions of from t h e Oflice of the Regimar. These forms are generally available also in Mmnesota high schools. The application, together wi& t h e high school record, p r k o u s college record, if any, two letters of recommendation, and a small photograph, should be sent to the Office of PubIic Relations. A student seeking adrmssion in t h e fall semester should apply not later than Septernkt 1 5 and for rhe spring semester by February I . Requirements for Admission ~ u g s b u College r~ admits as students, men and women of g o d moral character and sound health who appear to have the ability to succeed in college. Escimate of ability is determined by rank in the high school graduating cIass and in the college aptitude test. The normal basis for admission is the completion of the courses of grades nine to twelve in an accredited high school. No definite pattern of subjects is required, but it is recommended that rhe last four years of high school include four units of English, or three units of English and two of a foreign language, two units of social studies, and one unit of mathematics. A unit is defined as a course covering one academic year and equivalent to at least 120 hours of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and their achievement in a college aptitude examination and an English achievement test. Applicanrs who are not high school graduates bur who give evidence of sugcient maturity are considered for admission upon recornmmdation and on rhe bash of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on literary materials, social science materials, and natural science materials. For most graduates of Minnesota high schools the results of the college aptitude and English achievement tests are available in ad- vance if they have been taken in the state-wide testing program. The General Educational Development tests are available to service men through the Armed Forces Institute. All tests may, however, be taken at Augsburg by arrangement with the Registrar. The College reserves the right to reject the applications of students whose previous records or aptitudes, as measured by tests, indicate they may have difliculty with college work. Deficiencies Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course in English. Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by means of tests. The requirements include the attainment of definite standards as to spelling, grammar, pronunciation, and general correctness in the use of the English lanPage. Transfer and Advanced Standing Students are accepted by transfer from other institutions if they did satisfactory work and were otherwise in good standing there. If their previous work was unsatisfactory, they will be admitted at Augsburg only under special circumstances. Advanced standing, that is, credit for courses completed, is granted to students d h o present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on &e basis of comprehensive examinations. Admission of Veterans Veterans, qualiiied for educational benefits under any of the government programs, may study at Augdburg and receive these benefits. The veteran must secure a c e d c a t e of eligibility from the regional office of the Veterans Administration. Application for benefits must be made in advance of registration, except that veterans who are eligible for assistance under Public Law 5 50 may make application for entitlement when they enroll at rhe college. In order to receive college credit for experience in the military services, the veteran must present a photostatic or certiiied copy of his Separation Record at the Registrar's W c e . Evaluation will be made according to the recommendations of rhe American Council on Education. Veterans who have completed basic or recruit training will be granted a total of 4 semester credits, 2 in health and 2 in physical activities. Some college credit is given for the completion of the work in certain service schools and for some courses taken through the Armed Forces Institute. Registration Students who have been accepted for admission should register on the days designated in the Calendar for this purpose. Students who register later than three days after classes begin are charged a late registration fee of $3.00. No student may register for or enter a course later than .two weeks after the beginning of classes. In registering, care ~hould\betaken to include the Lower Division requirements during the first two yms. However, if such registration is delayed beyond the second year, a student will neither be required nor permitted to register beyond the allowed number of credit hours per semester in order to make it up. No credit will )begiven a student for any subject for which he has not registered. The college reserves the right to cancel any course for which there is not sugcient registration. Registration means that the student accepts all the rules and regulations established by the school. The normal registration is 16 credit hours. A credit hour is defined as one recitation period a week throughout a semester. The privilege of registering for more than 17% credit hours may be granted only to students who have gained an average record of By or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester. Students working part-time are urged to arrange the amount of their registration accordingly. ~ H A N G E OF REGISTRATION AND CANCELLATION In case a student desires to make any changes in his registration, he must obtain a form from the Registrar's oflice on which he may make application, stating clearly his reasons for desiring the change. Approval of the teachers concerned and the student's adviser and the Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through the Registrar's Oilice will result in a grade of F. Changes of registration which involve the adding of courses cannot be made later than two weeks after the beginning of classes. Changes which involve canceling a course cannot be made after the middle of the semester. A fee of $1.00 is charged for each change of registration after the lbeginning of the second week of classes. A student who finds it necessary to leave school before the end of a semester must cancel his registration at the Registrar's o6ce in order to remain in good standing. By arrangement with the University of Minnesota, students may register for courses at the University. But such registration will not be allowed unless the student has a grading of C average, or I honor point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus gained a t the University may be transferred to Augsburg College and counted towards graduation. Classification In order to be classified in one of the college classes, a student must be carrying a minimum of twelve hours of work in which college credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of honor points: Sophomore, 24; Junior, 58; Senior, 92. Classification for the Catalog, the Student Directory, and for all other purposes is determined by this regulation. Probation and Elimination There will be a meeting of the Admissions and Scholarship Cornrnittee a t the end of each semester to consider students who are doing unsatisfactory work, in order to drop from the rolls those students for whom further attendance is deemed inadvisable. Freshmen who obtain honor point ratios of .5 or below, Sophomores .6 or below, and Senior College students .8 or below, as well as students with 6 or more credits of F, at the end of a semester are placed on probation during the semester that follows. They remain on probation until an honor point ratio of I is attained for one semester. A student is not allowed to remain in college on probation for more than two semesters consecutively, except by special permission. In order to be eligible for membership in inter-collegiate athletics, a student must have obtained in his last semester a passing grade in at least 12 hours of college work, 6 of which must be C or better. Class Attendance Regular attendance in class is required. Students who h d it necessary to be absent because of illness or for other reasons should confer with their teachers. Students are expected to arrange the hours of part-time employment so that work does not contlict with classes. Any exception to this rule must be agreed to by the teacher of the class affected and must be approved by the Dean of the College. A record of attendance is kept by each teacher, and periodic reports are submitted to the Registrar. A t the end of the semester, a record is made of the total absences of each student for the semester. Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods albsent, are issued by rhe Dean to all instructors involved. Teachers deal wirh tardiness as they see fit. Students arriving in class late must assume responsibility for reporting their presence to the teacher. Examinations GENERALRULES Students are urged to plan their work well from the very beginning since tests are given periodically throughout the semester. During the first part of each semester reports of the grades attained are made to the Registrar and the counselors. In addition to this, h d reports are made at the close of each semester. Regular written examinations are held at the close of each semester. N o student or class may arrange to take a h a 1 examination in any course before the examination week. Absence from a final examination without a s d c i e n t reason will result in a grade of failure in the course concerned. A student who has to be absent from a h a 1 examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during some period after the time on which the subject is scheduled. If a student has obtained permission from the proper authorities to take a h a 1 at another hour than the one scheduled, he is charged a fee of two dollars for such an examination. The fee is to be paid to the Treasurer of the school, and, before the student takes an examination, he must obtain a statement from the Registrar's oflice and bring it to the teacher concerned. The teacher will give no examination before he has this statement. A condition or an incomplete received at the end of the semester must be removed within the first five weeks of classes of the following semester of attendance or within a year if the student has not 're-enrolled. Extension of this time may be made by the Registrar's Of3ice in cases of illness. If incompletes and conditions are not removed within the time allowed, the condition automatically becomes a failure and the incomplete may be changed to a passing grade only when the average of the previous work is suf3iciently high. The final grade after the condition examination is taken may not be higher than D A fee of $2.00 is charged for an examination making up an incomplete or a condition received at the end of a semester. Comprehensive examinations may be ,permitted in courses in which the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee. When permission is granted, the necessary approval forms may be secured at the oilice of the Registrar. A fee of $5.00 is charged for each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's oilice. Grade Values A-Superior, g honor points per credit %Very good, 2 honor points per credit I honor point per credit &Satisfactory, M a s s a b l e , no honor points per credit F -Failure, minus I honor point per credit E--Condition I -Incomplete GRADUATION REQUIREMENTS In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courser, and grades. A student who ~ l a n sto graduate from Augsburg is urged to study the requirements as outlined in this section of the catalog and: in the department in which he plans to major. It is the responsibility of the student to see that he includes the required subjects at the right time in his program of studies. The faculty advisers, .&e Dean, and the Registrar will gladly assist him in planning his program. Lower Division For a proper distribution of subjects among the fundamental fields of knowledge the following credits are required of all students in the Lower Division, laying rhe basis for study in profescollege education. sional fields or for a Religion 2 credits each semester English: Course 1-2 or 3-4 6 credits Students exempted from Freshman English must earn 6 credits in literature. 3 credits Speech: Course I I Foreign Language 8 credits Students who have studied a foreign language for three years in high school and students with majors in Home Economics are exempted from &is requirement. Social Sciences: Hist. I -2, 2 I, 22, or SOC. credits in Sociology, or Phil. I 5 , I 6 I Natural kiences and 3 other 6 credits 8 credits Health and Physical Education: Courses 2, 3 and 4 3 credits Students with majors in Home Economics will substitute H. Ec. 68 for P. E. 2. Psychology required in certain fields Orientation required of all Freshmen 4 credits I credit Upper Division MAJORAND MINORS A student is required to complete a major and one or more minors for graduation. The major subject is determined by the student's aims as well as by his particular interests and aptitudes as shown in the quality of work he does in the Lower Division. It is well for the student to know in his Freshman year what major ' h e of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in the junior year, should, before they register, consult with a faculty counselor and with heads of the various departments to determine their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are offered in the following areas: Religion, Philosophy, Greek, English, Speech, Music, History, Sociology, Social Science, Business Administration, Business Education, Home Economics, Biology, Chemistry, Natural Science, Mathematics, and Physical Education. For major and minor requirements as to hours of credit see departmental statements. ELECTIVES Electives are planned with the purpose of properly distributing a student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Upper Division students should, as a rule, choose their electives from courses designated as Upper Division Courses. At least thirty credits in Upper Division Courses must be completed for graduation. Courses numbered 50 or above are designated as Upper Division Courses. TOTALCREDITSAND HONOR POINTS The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor point for each credit taken. A credit equals one recitation period a week throughout one semester. Honor points are computed at the rate of one honor point for each credit with a grade of C, two honor points for each credit with a grade of B, and three honor points for each credit with a gade of A. ENGLISHPROFICIENCY In order to qualify for the A.B. degree a student must demonstrate a proficiency in the writing and speaking of English. RESIDENCEREQUIREMENT To receive the A.B. degree the candidate must spend at least the concluding year for such a degree in residence. DEGREEWITH DISTINCTION The A.B. degree with distinction is conferred as follows: Average honor pointa per credit 2.8-3.0 -7942.1-2.49+ 2.5-2 Distinction Summa Cum Laude Magna Cum Laude Cum Laude Only students who have spent at least two years in residence are eligible for honors. RECOMMENDATION FOR GRADUATE STUDY In order to receive a recommendation for graduate work, a student must attain an average grade of By or two honor points per credit. CURRICULUMS .. The following courses of study are outlined as guides for the student and his adviser in planning a program which will prepare him for tbe vocation of his choice. Tbe Christiafi Ministry Completion of the pre-seminary curriculum qualifies the student for admission into the three-year course in the Theological Seminary, which prepares students for the Christian ministry as pastors or missionaries. The following program gives the approximate pre-seminary course. Separate curriculums have been worked out by which a student may major in History, or Philosophy, or English, or Sociology. The student should seek the counsel of the Seminary adviser as early as possible, as variations according to the major chosen may affect the choice of courses even in the Freshman year. The Seminary adviser for candidates for Augsburg Seminary is Mr. Stensvaag, for candidates for other Seminaries, Mr. Helland. Frerhmln Religion . . . . . . . . . . . . . . . . . . . . . . 4 Orientation .................... Health ....................... Physical Education . . . . . . . . . . . . . Freshman English .............. Foreign Language . . . . . . . . . . . . . . hropcan Civilization . . . . . . . . . . . or Natural Science. 8 Cr. kiobgy ..................... I 2 1 6 8 6 6 - Sophomore speech .................... Natmal Science . . . . . . . . . . . . . or English Literature, 6 Cr. New Testament Greek.. . . . . . . Psychology . . . . . . . . . . . . . . . . . History .................... or English Literature, 6 Cr. Typewriting . . . . . . . . . . . . . . . 33 J h New Testament Greek.. ........ Foreign Language . . . . . . . . . . . . . . . Humanities or Philosophy. . . . . . . . History or English . . . . . . . . . . . . Hymns of the Churoh.. . . . . . . . . . Electives . . . . . . . . . . . . . . . . . . . . . 8 6 6 6 2 4 - Senior Youth Work in the Church.. . . . . Principles of Christian Education. .. History or English.. . . . . . . . . . . . Philmphy or Logic... . . . . . . . . . . Economics or Education or Political Science . . . . . . . . . . . . . . . . . . . . . English (for major or minor). . . . Electives . . . . . . . . . . . . . . . . . . . . . . s 2 6 3 6 6 6 - The foreign language requirement includes 16 semester credits in Greek, and 14 semester credits in Latin, German, or Norwegian. Parish and Missionary Workers The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachens in vacation, week-day and Sunday schools, as youth leaders, and as parish workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate indicating that he is a qualified parish worker. Students interested in becoming parish workers should consult with Mr. Stensvaag, parish work adviser. The suggested schedule provides for a minor in Religion and makes it possible to plan for a major in History, English or Sociology. It is also possible ta plan for a major in Religion with a minor in Home Economics or some other field. The courses essential for the securing of the Parish Worker's Certificate are itdctzed in the outline below. Freshman Bmic Bible . . . . . . . . . . . Freshman English . . . . . . Natural Science . . . . . . . Typewriting . . . . . . . . . . Principles of Sociology . . So&l Problems . . . . . . . Orientation . . . . . . . . . . . Phpical Activities . . . . . Electives . . . . . . . . . . . . . Sophomore Religion . . . . . . . . . . . . . . . . . . . . . 4 Beginning Public Speaking . . . . . . . 3 Types of Plcblic Spcecb.. . . . . . . . . 3 Foreign Language 8 Electives . . . . . . . . . . . . . . . . . . . . . 7 Junior Tbe Missionary Enterprise . . . . . . . . Principles of Christian Edwatim . . . Tbe Christian Churches . . . . . . . . . Tbe Lutheran Cbnrch . . . . . . . . . . . Social Psychology or Urban Sociology . . . . . . . . . . . . . . . . . . . . . . . . Acting . . . . . . . . . . . . . . . . . . . . . . . . Story Telling . . . . . . . . . . . . . . . . . . Elemumkry Shorthand . . . . . . . . . . . Recreational Activities . . . . . . . . . . . ............... General Psychology . . . . . . . . . . . . . 4 Health ........................ z First Aid . . . . . . . . . . . . . . . . . . . . . I Senior z t 2 n 3 3 I 6 I Electives . . . . . . . . . . . . . . . . . . . . . . 10 Parish Work . . . . . . . . . . . . . . . . . . Youth W i d in the C h r c h . . . . . . Educational Psychology . . . . . . . . . Hymlrr and Mwic of tbe Chnrcb. Fandamentalr of J w m h . . . . . Craf tr . . . . . . . . . . . . . . . . . . . . . . . Fields of Social Work. . . . . . . . . . . Secretarial Practice . . . . . . . . . . . . . Electives . . . . . . . . . . . . . . . . . . . . . . I 3 Each state ,sets certain requirements for obtaining a teacher's c e d c a t e . The course outlined below satisfies the requirements for a c e d c a t e for high school teaching in Minnesota. The same p r e gram will meet the demands set by most of the neighboring states. The m d m t should apply to the Department of Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on rhe basis of scholarship and other qua~cations. In addition to departmental majors, broad majors for teaching may be secured in natural science, social science, and business education. Freshman Sophomore ' ~ e l i ~ i o n. . . . . . . . . . . . . . . . . . 4 \ F r e h t m ~ n ~ l i r.h. . . . . . . . . . . . . 6 E m p a n Civiliz&on . . . . . . . . . . . 6 \3Religion . . . . . . . . . . . . . . . . . . . . . . 4 ~ o r r i g a-ge or N.N.~ Science . . . . . . . . . . . . . . . . . . . . . 8 Speech ....................... 3 . . . . . . . . . . .Foreign . . . Language . . . I or N a d phpricd Edmcadon , . . . . . . . . . . ., I Saence . . . . . . . . . . . . . . . . . . . . 8 H4 T q h l t h ........................ 2 \I ~sychology . . . . . . . . . . . . . . . . . . . 4 Electmcs . . . . . . . . . . . . . . . . . . . . . . 4 Electives . . . . . . . . . - 13 - C .7., 32 Junior Religion . . . . . . . . . . . . . . . . . . . 4 Religion . . . . . . . . . . . . . . . . . . . . . . 4 Educarional Pqchology . . . . . . . . . 3 Twhinng in High School.. ....... 3 W p h y . . . . . . . . . . . . . . . . . . . .6 Group Activity . . . . . . . . . . . . . . . . 2 1 & in Major or Minor.- . . . .14 Principlw of Guidm-. . . . . - . . . . . 3 History and Philosophy of Education . . . . . . . . . . . . . . . . . . 3 Student Teaching . . . . . . . . . . 4 or 5 Special T&g Me-. ....... 3 Electives ..................... .I4 32 32 - - The program in bminesc administration is intended for students who are planning for work in the fields of bwiness and industry. The course affords thorough preparation for a business vocation and r d t a in a Bachelor of A r t s degree. Fruhmvl Religion . . . . . . . . . . . . . . . . . . . . . . . 4 Freshman English ............... 6 European C i v h t i o n or Sociology. . 6 Principles of Accounting . . . . . . . . . 6 Foreign Language .............. 8 Orientation . . . . . . . . . . . . . . . . . . . I Health . . . . . . . . . . . . . . . . . . . . . . . . z Physical Education ............. I Junior Religion . . . . . . . . . . . . . . . . . . . . . . 4 United Statca History . . . . . . . . . . 6 B h Law .................. 3 Advanced Accounting . . . . . . . . . . 3 Business Finance . . . . . . . . . . . . . . . . 3 Money and Banking . . . . . . . . . . . . 3 Ele~rireC ~ ................ P 10 Sophomore Religion . . . . . . . . . . . . . . . Speech ............... Natural Science ........ Psychology ............ Principles of Economics . . Introduction to Statistics. Elective credits . . . . . . . . . Senior Religion . . . . . . . . . . . . . . . . . . . . . 4 Marketing or Production . . . . . . . . 3 Labor and Management Relations . . 3 Public Finance and Taxation . . . . . . 3 Elective credits . . . . . . . . . . . . . . . . - 1 9 Secretarial Work Preparation for teaching [businesssubjects in high school requirca work in the departments of Business Admidstration and Secre6 1 Studies An outline of the requirements in business education appears under the Department of Seoretarial Studies The first year of ihe following program provides preparation for certain oflice positions Completion of the second year provides more advanced training A student who has had similar coursed in high school may be admitted to advanced classes on the basis of a proficiency test . . . . . Pint Year Religion . . . . . . . . . . . . . . . Fmhman E n g U . . . . . . . Elementary Shorthand . . . Elementary Typewriting . Intermediate Typewriting P.rinciplea of AccoUdn'g . Otiell~tion............ Phyniul Education ...... Health . . . . . . . . . . . . . . . . Electives . . . . . . . . . . . . . . Second Year Religion . . . . . . . . . . . . . . . . . . . . . . 4 speech . . . . . . . . . . . . . . . . . . . . . . . . 3 Advanced Typewriting . . . . . . . . . . z Advanced Shorthand ............ 4 Psydlology . . . . . . . . . . . . . . . . . . . . 4 Secretarial Practice . . . . . . . . . . . . . 3 O9ice Machines ................ 2 Coneumer Edocttion ............ z Electives . . . . . . . . . . . . . . . . . . . . . . 8 . 32 V o c a t in ~ Home EEmwmics From the vocational point of view, the work in the Department of Home Economics is intended to prepare students for homemaking, to equip them for the teaching of home economics in high school, and to give them the &st two years of the training required for such vocations as dietetics, institution management, home economics in business, home economics and journalism, and home economics extension. Each student who plans for a vocation in this field should consult members of the home economics staff about the details of the program when she lbegins her college work. A curriculm for a home economics education major is given lklow. Courses in italics are not required for a general home economics major. Freshman Religion . . . . . . . . . . . Orientation Physical Education . . . . English . . . . . . . . . . . . . Principles of Physics. . . Principles of Chemistry Art in Daily Living. . . . Clothing Selection . . . . Nutrition . . . . . . . . . . . Clorhiig Construction . Speech . . . . . . . . . . . . . . Sophomore Religion . . . . . . . . . . . Psychology . . . . . . . . . Economics . . . . . . . . . . Marriage and Family Principles af Sociology Anatomy . . . . . . . . . . Child Development . . Foods . . . . . . . . . . . . . . Electives . . . . . . . . . . . Junior Religion . . . . . . . . . . . . . . . . . . . . . . Educational Psychology . . . . . . . . . Group Activity . . . . . . . . . . . . . Teaching in High School.. . . . Bacteriology . . . . . . . . . . . . . . . . . Textiles . . . . . . . . . . . . . . . . . . . . Color and Design . . . . . . . . . Home Planning . . . . . . . . . . . . . . . Family Health . . . . . . . . . . . . . . . . . Electives . . . . . . . . . . . . . . . . . . . . . 4 3 z 3 4 Senior Religion . . . . . . . . . . . . . . . . . . . . . Special Methods . . . . . . . . . . . . . . Student Teaching . . . . . . . . . . . . Principles of Guidance . . . . . . . . History and Philosophy of Educa- z 3 3 r 6 - Home Management Problems. . . . Home Management Laboratory. . Advanced Clothing Construction Electives . . . . . . . . . . . . . . . . . . . 32 Electives must be in the minor field which the student selects. Dentistry Preparation for the study of dentistry can generally be completed in two years. The following schedule will meet the ordinary requirements for admission. Freshman Religion . . . . . . . . . . . . . . . . . . . . 4 F r e h m n Englhh . . . . . . . . . . . . . . . 6 Inorganic and Qualitative ChemLtry ......................... 8 Inuoduciiom to Mathematical Aa- . .. ... .. . ... .. . . . . . .. .. I 0 orientadon . . . . . . . . . . . . . . . . . . . I H d t h . . . . . .. . .. . .. .. . .. .. . . . . 2 Physical Education . . . . . . . . . . . . . I sly+ - Sophomore Religion . . . . . . . . . . . . . . . . - . . . . . European C i v h t i o n . . . . . . . . . . . Zoology . . . . . . . . . . . . . . . . . . . . Organic Chemistry . . . . . . . . - . - . General Physics . . . . . . . . . . . . . . 4 6 8 8 8 34 32 Most hospitals prefer that applicants to their nurses training schooIs have at least one year of college. In many instances, two or more years of college work would be desirable. A twu-year schedule may be arranged with the Registrar for those planning to enter the School of Nursing at the University of Minnesota. Freshman Religion . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . . 6 N s d Science . . . . . . . . . . . . . - - 8 .. . .. . . ... . . . . . . . . . 4 r'qSodob8p . . . . . . . . . . . . . . . . . - . . . 6 Elanen01 of Nutridon.. . . . . . . . . . 3 orht8tion . . . . . . . . . . . . . . . . . . . I W M Educstiw . . . . . . . . . . . . . I . 33 Sophomore Religion . . . . . . . . . . . . . . . . - 4 History or Politid Science-. . . . . . 6 . .. . .. ... .. . . . . . . . . . 6 .......................3 Science . . . . . . . . . . . . . . . 8 HumoPitiea speech N a d Physical Education . . . . . . . . Electives . . . . . . . . . . . . . . . . . . . . . 3 4 34 The following courses of the School of Nursing of the Lutheran Deaconess Hospital, Minneapolis, Minnesota, are offered at Augsburg College. This is a part of the three-year course offered by the hospital. Application for admission to the School of Nursing should ;be made to the Lutheran Deaconess Hospital, Minneapolis, Minnesota. First Year Religion . . . . . . . . . . . . . . . . . . . . . z Anatomy and Physiology.. . . . . . . 4 B o c ~ l o g y. . . . . . . . . . . . . . . . . . . 3 a d t r y .................... Second Year 3 Psychology . . . . . . . . . . . . . . . . . . . ., 2 - Sociology . . . . . . . . . . . . . . . . . , . . . . 2 - 14 2 Medical T e c h l o g y Students may complete a course leading to the Bachelor of Arts degree with a major in Medical Technology by completing three years of work at Augsburg College and twelve months at General Hospital, Minneapolis. This course prepares them for examination for certification in Medical Technology. It is recommended that students in this curriculum choose a minor in an unrelated field. The following program is suggested. Sophomore Freshman Religion . . . . . . . . . . Freshman English . . General Zoology . . . Religion . . . . . . . . . . . . . . . . . . . . . . horganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . General Psychology . . . . . . . . . . . . . S p e d ........................ Foreign Language .............. Electives . . . . . . . . . . . . . . . . . . . . . . sacialsciexlce . . . . . Orientatkn . . . . . . . .Health . . . . . . . . . . . Physical Education Electives ......... k 8 4 3 8 5 - 32 J 4 -Religion . . . . . . . . . . . . . . . . . . . . . . . 4 h d y d c a l Chemistry . . . . . . . . . . . 4 Bacteriology . . . . . . . . . . ., . . . . . . . 4 l%lecrives . . . . . . . . . . . . . . . . . . . . . . 2 0 32 Senior Lectnres, laboratory and pmcticd work at General 1for twelve months. 32 Engineering A student may take two full years of pre-engineering at Augsburg More transferring. The course outlined below applies to the fields of aeronautical, electrical, agricultural, civil, industrial, and mechanical engineering and engineering mathematics at the University of Minnesota. The chemistry and chemical engineering programs will be slightly different. Religion . . . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . . 6 Introduction to Mathematical Andy& . . . . . . . . . . . . . . . . . . . . . . .lo Engineering Drawing and Descriptive Geometry . . . . . . . . . . . . . . . 6 General Physics ................ 8 Orientation .................... I Physical Education ............. I Sophomore Religion . . . . . . . . . . . . . . . . . . . . . . r Elementary Calculus and Differential Equations . . . . . . . . . . . . . . . . IOI Modem Physics . . . . . . . . . . . . . . . . 4: Electricity and Magnaism . . . . . . . 4 Inorganic and Qualitative Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . 8: Survey of European Civilization or Principles of Sociology and Social Problems . . . . . . . . . . . . . . . . . . . . 6. 3.6 36 - - Statics may be taken at the University of Minnesota in the first quarter of the junior year, except for the course in civil engineering, in which case it must (be taken in summer session. Law The following two-year program is planned especially to meet the needs of students who purpose to transfer to the Law School! at the University of Minnesota. It is p s i b l e to modify the program for admission to other law schools. Religion . . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . . 6 P.&ciplea of Aammtiug. ......... 6 Hnmanitk .................... 6 Eozopean Ci...........6 O r i e n h .................... He4lrh . . . . . . . . . . . . . . . . . . . . . . . . Pbpkd Activitk .............. I 2 I - -re Religion . . . . . . . . . . . . . . . . . . . . r. chIis&n Ethiu . . . . . . . . . . . . . . . . 2P,k&p1ea of Ecanomkr... . . . . . . . 6. American Government ........... 6 Logic . . . . . . . . . . . . . . . . . . . . . . . . . 3 History of Philomphy.. . . . . . . . . . .3; General Psychlogy . . . . . . . . . . . . . + HistoryofEngland . . . . . . . . . . . . . . 3 speech or sociology. . . . . . . . . . . . . . f - Medicine ~faediwt~r~;tm;n;mtrm~tbree~of* bat: Q I I ~ gtadsnts ~ C ~& &d btamtol ~ p ~ t h e i r ~ w o r k . M a f ' e e n ~ ~ The f ~ ~ g p r o g mwdl mmee the requkrmts af mosr m d h l dm&, bcft 5 is a d v i d e for &ti atudtnt to m d y tbe reg*men@of the medid dm1 to which he plans to a&. &CWb& Freshman Religion . . . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . . 6 Inorganic and Qualitative Chernistry . . . . . . . . . . . . . . . . . . . . . . . . . 8 introduction to Mathematical Analysis . . . . . . . . . . . . . . . . . . . . . . . 10 Orientation . . . . . . . . . . . . . . . . . . . I Health ........................ z Physical Education ............. I Religion ...................... 4 History or Phdomphy ........... 6 Zoology ..............,....... 8 Psychology .................... 4 Qualitative Analyaia ............ q Quantitative Analysin ? . , ...... 5 Speech .................. , ..... 3 32 34 - Junior Religion . . . . . . . . . . . . . . . . . . . . . . S o c i d Science .................. German ....................... Organic Chemistry ............. Phyeica ....................... 4 6 8 8 -8 34 Sophomore .. - Senior Religion ....................... 4 Sociology . . . . . . . . . . . . . . . . . . . . . . 3 German ....................... 6 Physical Chemistry ... , , ........ I Genetics ...................... 4 Electives . . . . . . . . . . . . . . . . . . . . .ro 32 Social Wad For students who plan to enter the field of social work the following program is suggested. The same program is appropriate for those who plan to enter graduate training in this field. Freshman Religion . . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . . 6 / European Civilization . . . . . . . . . . . @ Principles of Sociology. . . . . . . . . . . 3 Natural Science . . . . . . . . . . . . . . . . 8 Orientation ................... I Health ........................ r Physical Educaaon . . . . . . . . . . . . . I Electives . . . . . . . . . . . Junior Religion . . . . . . . . . . . . . . . . . . . . . . Principles of Economics . . . . . . . . . Sociology . . . . . . . . . . . . . . . . . , . . . History of Philosophy.. . . . . , . . . Electives . . . . . . . . . . . . . . . . . . . . Sophomore Religion . . . . . . . . . . . . . . . . . . . . 4 American Government . . . . . . 6 Foreign Language . . . . . . . . . . . . . 8 Psychology . . . . . . . . . . . . . . . 4 Sociology . . . . . . . . . . . . . . - . . . . -6 Speech . . . . . . . . . . . . . . . . . . . . . -c Senior 4 6 9 6 7 32 Religion Sociology Statistics Electives ................. , 4 ............... 9 .................... 3 . . . . . . . . . . . . . . . . ..16 32 Students who plan to enter the Social Work Field should consult the major adviser in the Sociology Department relative to recommended courses, minors, and electives. A program whereby a Deaconess candidate can prepare for service in the areas of parish work, social service, high school teaching, missionary work, nursing, or secretarial work may (be arranged in consultation with the Directing Sister of the Lutheran Deaconess Home, the Dean of Women, and the Registrar. Divisional Organization College courses are organized into four divisions in order to make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman is appointed for each division. Major and minor requirements are indicated in the departmental statements. DIVISIONOF RELIGIONAND PHILOSOPHY Mr. Stensvaag, Chm'rmsn Religion Philosophy Mr. Olson,-C DIVISIONOF THE HUMANITES Greek, Latin, Hebrew English, Journalism, Speech German, Scandinavian, French, Spanish Music, Art "" DIVISION OF THE SOGSCIENCES Mr. Quanbeck, Chairman -.-History, Political Science, Sociology Education, Psychology Library Science Business Administration and Economics, Secretarial Studies Home Economics DIVISIONOF THE NATURAL SCIENCES Biology, Chemistry, Physics Mathematics Health and Physical Education Mr. Nash, Chairman Courses of Study Courses marked I are offered &st semester Courses marked I1 are offered m n d semester Division of Religion and Philosophy Through the rtudy of religion and philosophy, the individual ia apprised of and encouraged to build an the certainties of the Chrktian faith. The work proceeds on the usumptim that Christianity alone can furnish a unifying principle which givea meaning to human existence. The s t u d e a t ia challenged to accept chis +t of view--to relate himself to Christ aa the center, to evaluate a l l him studies and experiences in the light of revealed d, and to make a consistent use of all his talents and training. The goal to be desired ia the development of an informed and integrated Christian personality dedicated to the realization of God's kingdom on earth. tbe central realities of Me Department of Religion The courses in Religion are designed to give the student a working knowledge of the Bible, to acquaint him with the &tory, doctrines, and ethics of the &I&, and .m prepare him for effective aervice in the congregation. The funh , d aim in inrtruction is to lead as many as possible to penond faith in Christ, and to nurture the Christian life. All full time d e n t s are required to register for two clam houm per week in one of the COoffered in religion during each runeater of their rtudiea. Raghtration in New Tutament Greek sa&es tb.ia requirement. Major, 2 8 credits; Minor, 2 2 credits. Credits in New Testament Greek, except the first semester, Course I , may be applied toward a Religion major or minor. BASICBJBLE.Fr. I, 11. 4 Cr. A brief introduction to the Bible followed 'by the rtudy of the Goepel of M u k and of one or two books in the Old Testament. The second semeater i, devoted to the study of two or three ;books in the New Testament, including Romans, and of brief portions from the Old Testament. Reading assignments include the entire ~ e ; Testament. I, 2. CHURCH HUTORY.L s Cr. A brief nuvq of the main eveno in the hbtory of the Church for dw purp o b ~of developing r more intelligent and appreciative church membenhip. 3. -ION AND 65 hmnso~~y 2 0. THECHRISTIAN FMTH IN THE MODERN WORLD.n. A s d y of the Christian faith in its relatiomhip to the secular movemenm and rival faith of modern Western civilization. The course is designed to give to the c d e n t m undemanding, fmm the stadpoint of the Chriaisn faibh, of the prerent co&ts and criser in Western culture. 4. THE MISSIONARYENTEPPIIWB.I. s Cr. The &nary motives, means, and r d t s are studied as thae are seen in their varied emphases in the history of missionary work in heathen lands. (Offered 5. 1955-56.) PRINCIPLES OF CHRISTIAN EDUCATION. n. r Cr. Seelu to develop a fundamental understanding of Christina Education, io history, abjectives, and methods, especially as applied to Sunday School and Vacation Bible School teaching. 6. 2 Cr. GREATMEN AND WOMENOF THE CHRISTIAN CHURCH.I. The lives of outstanding Christian men and women from the d a p of Christ until the prwent are studied. Special repom, clam discussion. 7. 8. CHRISTIAN ETHICS. II. t Cr. The problems of human duty arc studied in the light of various human philosophiu of morals. Validity ia determined by reference to the Word of God. The maiu emphasis is on the new life in Christ, io creation, development and preservation, and its manifestation in the various p h e s of life. HYMNSAND MUSICOF THE Cnunc~.IL See Course 10 under che Department of Music. 2 Cr. GROUPACTMTY. See Course $ 3 under Education. I Cr. 10. zj. Upper Division Colcrses $2. COYPAMTIVE RELIGION. I, n. 4 Cr. A study of the origin, growth, teachings, and social rutrlw of wme ten or twelve of the great non-Christian relighna of the world $3. THECHRISTIAN CHURCHES. I. z a. Thb coorre lime to give the student an insight into the origin, dcrelopment, docvinrl ponition, and practices of the various branches of the C h r h h Church. $4. THE Lurnunw GXURCH. H. 2 Cr. A study of the Lutheran Church, ita doctrines and practicer. Attention m given to L u t h e d in America and to the basic principles of the Lutherra F m churck. PROBLEMS m CHRISTIANLIVING.I. 2 CI. A wnnideration of some of the fundamental quertiona connected with living the Christian life: such as, the ysurancc of salvation, the devotionrl life, sandu& of conduct, the me of the Bible, stewardship, choice of vocation, life in the local wngrcgation. The Epistle to the Philippians is studied. 5 5. 56. YOUTH WORK IN THE CHURCH.11. z Cr. A rtlrdy of principles, methods, and m a t e d in youth work for the purpae of derJoping d e e d r e Chrirtian leadenhip in thir sphere. PI~PNwou. L Thb e o ~ ueka c to f m d k h the student with &e work of s7. tion a d Gution. St range in mpc from 4 be mpplunmtcd by n c d fieM work. 2 Cr. parish orgmizlroul-can to surveys. Clm lecmres z cr. GODAND MAN IN THE Om TESTAMENT. I. The rich and varied aspects of the Hebrew life with God discovered and 59. made aipdicant for our day through the study of a number of g n a t passages, including selections in Isaiah and the Psalms. 60. THEMISSAGZ OF THE NEW TESTAMENT.n. 2 ~ r . A discovery of the essence of the Christian Faith through a careful study of representative sections, including passages in the Gospel of John and the Letters to the Ephesians and the Hebrews. Department of Philosophy The courses in p & h P h y seek to assist the student in becoming familiar with the thoughts of the B r a t men and intellectual movements in the history of Werrtcm ~~~, to create a n understanding of the principles of sound reasoning, and to develop a Christian philosophy of life. Major, 24 credits. Minor, 16 credits. Courses 25, 26, 41, 42, 58 are required for the major. Courses 41, 42 arc required for the minor. 15, 16. TIIEH U M A N ~IN ES WESTFXN no^. I, I,. A m e y course dcPling with th dmcbpment of W~utcrnthought 6 Cr. u rdlected in outrrroding workr in the &I& of p h p h y , litcprturr, political and aocial thought, religion, md the am Thc m is a~ccptcdin fulfillment of the Lower Division requirement in the Social Sciences. (OfFered 195 5-5 6.) INTRODUCTION TO PHILOSOPHY. SO. I. 3 Cr. By means of reading selected source material, supplemented by classroom lecture and discusion, the student i s acquinttd with the terminology of philosophical dhcuion. Selected phiIoscrphifd problems are treated, including those of ethics, rnetn~hysia,and theory of knowledge. 25. 26. LOGIC.So. 11. valid inference. Topics considered inA study of the formal rules clude: immediate inference, syllogism, scientific method, and a brief introduction to the notation of symbolic logic. HISTORY OF PHILOSOPHY.I, 11. 6 cr. An historical mrvey of the outstanding men and movemenu in the develop ment of philosophical thought from the Greeks through Kant. 41, 42. Upper Division Courses 51, 52. C o x m w m RELIGION.I, IL See course 5 I, 5 2 under Department of Religion. 5 4 ~ O L OF Y POLITICAL THOUGWT. Jr., Sr. See c o w 54 under Political Science. II. 3 Cr. CONTEMPORARY PHILOSOPHY.Prereq. 42, I. 3 Cr. An historical survey of the main currents of philosophical thought since h t . 55. Topics dealt with include: German idealism and romanticism, existentialism, Marxism, positivism, and pragmatism. (Offered 1954-55.) X I E R ~ G A A RPrereq. D. 41 or 42. 11. 3 crA study of selected writings of the Danish existentialist with emphasis on his contribution tci &wry of knowledge as it relates to philosophy of religion and theology. (Offered 1954-55.) 56. 5 8. TO. Prereq. 41.11. 3 Cr. A careful study and analysis of a number of the dialogues of Plato, including selected portions of the Republic. (Offered 195 5-5 6.) FORMSAND PHILOSOPHY OF ART. n. 3 Cr. The spirit and substance of art and the art experience in their various forms 60. through demonstrations, lectures, and readings in the philosophy of art. (Offered 1955-56.) 3 Cr. 61. PHILOSOPHYOF RELIGION.Prereq. 3 credits in Philosophy. I. An inquiry into the nature of religious faith and the religious experience from the viewpoint of philosophy and psychology. ( m e r e d 1955-56.) e: Division of the Humanities AUGSSU~G C~UEGE 68 The Division of the Humanitier ~ e k to s pas^ on to the coming gcnaation a knowledge and interest in the field of the human cultural inheritance of the ages, and to give to each student the development that come, from finding hh place within this culture. The Division creeks to promote the knowledge of there t r e m of maukind, in language, literature, and the fine arts, and to connect their expression and growth with the basis of Christian faith and life. Department of Classical Lampages The courier in the c l d c a l languages aim to tnin .the rtrrdent to master f o r m and syntax, to acquire solme facility in translation, and to get mme insight into clmical culture and its bearing ,upon the present. Some knowledge of Latin is essential for the study of linguistics and for the underatanding of historical documents and scientXc terms. A knowledge of New Testament Greek ic a prerequisite in standard Theological Seminaries. GREEK Major, 24 credits; minor, 16 credits. A course in New Testament Greek satisfies the religion requirement for credits the raneater in which it ir taken. Except for C o m e I in the h a t -ester, in New Testament Greek may be applied toward a Religion major or minor. NEWT E S T ~GREEK T ELEMENTS OF N F . TEST-NT ~ GREEK. I, R. 8 0. Text: New Testament Greek for Beginners, J. G. Machen. In addition to a study of the theoretical and practical grammar, the course will cover the manuscript transmission of the N. Testament Greek text, with the description of the main Uncial Mss. and ancient versions. I-2.f Upper Division Caurses f I, 52. fin,AND ACTS I-=. 53, 54. LUKEI-= AND n. ROMANS.I, U. 8 Cr. 8 Cr. These courses in the Upper Division give special emphasis to parsing, syntax, and exegesis of the Greek text. Courses 5 I, 52 will be offered in 1955-56; 'xmrs= 53, 54 in 1954-55. w n t i n u a t i o n course. To receive credit for this course, a student must complete both semesters. LATIN I-2.t BEGINNINGL a m . Fr. I, IL Grammar, e q prone, c o e t i o n . A year's course. 8 0. 6 Cr. Gsm AND ST. AUGUSTINE.SO. I, 11. Continuation of grammar and syntax. Reading of Caesar's Gallic War and St. Augustine's Confessions. ( H e r e d 1955-5 6.) 3, 4. HEBREW 83-84.? Hmmw FOR BEGINNERS.I, TI. See Theological Seminary, No. 9-10. 6 Cr. EXEGESIS.I, 11. 8 5, 86. HEBREW See Theological Seminary, No. 17, 18. 4 Cr. Department of English The Department of English aims to train the student in the proper use of English in oral and written expression; to increase proficiency in reading and note-taking and handling thought materials; ,to develop a deeper understanding of the fundamental truths and realities of life revealed in great literature; and to integrate all these purposes through the principles of Christianity. The department prepares specijically for the teaching of English in secondary schools and for graduate study. Freshman English, courses 1-2 or 3-4, required of all and prerequisites to other courses in the department. (Students exempted from Freshman English must register for 6 credits above Freshman English.) Major: 26 credits above Freshman English, including courses 21, 22, 74, 91-92; 6 credits in American literature; and 2 credits in writing (courses 25, 26, Journ. I, or Journ. 3). Minor: 18 credits above Freshman English, including courses 21, 22, 74, 9192; and 3 credits in American literature. Teaching major: 26 credits above Freshman English; courses l i e d for nonteaching major plus 71. Teaching minor: 18 credits above Freshman English, including courses 21, 22, 71, 91-92; and 3 credits in American literature. A minor in speech or library science is recommended for those who plan to teach English in high schools. Students who plan to do graduate work in English should include courses 7 5 and 76. +Continuation course. To receive credit for this course, a student must complete both semesters. IMPROVEMENT OF WRITING.I. o Cr. For students who do not meet the minimum requirements i n the entrance English tests. Emphasis placed on the basic principles of writing and correct English usage. One double period per week. Wered in connection with English I. A. B. IMPROVEMENT OF READING. 11. o Cr. A developmental program for students who wish to improve speed and comprehension in reading. Open to all students. Limited enrollment. FRESHMANENGLISH.I, TI. 6 Cr. For students attaining the required standard in the entrance English tests. A study of language, composition, and literature. Themes and research papers. I-2.f FRESENGLISH. I, n. 6 Cr. For students who attain a high score in the entrance English tests. Interpretation of reading materials and frequent compositions. 3-4.t MASTERPIECES OF WORLDLITERATURE.I, TI. 6 Cr. Reading, analysis, and discussion of some of the world's great cllssics, selected on the basis of a unifying theme. Techniques of fiction, poetry, and drama. 21, 22. EXPOSITORYWRITING. I. Prereq. 1-2 or 3-4. 2 Cr. The practice of logical thinking, organization, and expression as related to exposition and argumentation through the writing of original and research papers. Reading and analysis of models. 25. CREATIVE WRITING.TI. Prereq. 1-2 or 3-4. 2 Cr. Practice in description and especially narration from direct observation and experience. Supplementary study of the technique and contemporary practice of the short story. Individual and group projects. 26. Upper Division Colcrses so. CORRECTIWWRITING. Offered both semesters. I Cr. Required of 211 students who show insufficient ability in the sophomore English examinations. Designed to develop correctness in writing. AMERICANLITERATURE.I, n. 6 Cr. The growth of American literature from colonial times to the present. Its themes, techniques, and place in intellectual movements. (Offered 1955-56.) 5 I, 5 2. AMERICANFICTION. I. 3 Cr. A study of the art of the short story and the novel in America, concentrating upon the major writers. ( m e r e d 1954-55.) 5 3. AMERICANPOETRY.11. 3 Cr. Selections from the major American poets from the colonial to the modern period, with s u e s placed on the Romantic period. Attention t o the major historical, philosophical, and literary movements. (Wered 1954-55.) 54. W n t i n u a t i o n course. To receive credit for this course, a student must complete both semesters. THE MODERN SCANDINAVIAN NOVEL.I. 2 Cr. See course 55 under the Department of Scandinavian Language and Literatarc. (Offered 1954-55.) 5 5. 56. THEMODERN SCANDINAVIAN D w . II. 7. Cr. See course 56 under the Department ob Scandinavian Language and Literature. (Offered 1954-55.) THEB m n NOVEL. I. 2 Cr. The development of the novel in England. A study of the major novelires and their novels. (Offered 195 5-5 6.) 57. 61. ENGLISH LITERATURE OF THE ROMANTIC MOVEMENT. I. The development of Romanticism in England between 3 Cr. 1798 and 1832. Stress on the five major ,poem. Some attention given to the prose writers and minor poets. (Offered 1914-55.) 62. VICTORIAN ~ E R A T U B B .II. 3 0Writers of the period from 1832 to 1900 in relation to the rnovemcncs in thought and society. Emphasis placed on the two poets, Tennyson and Browning. (Offered 1955-56.) CENTURY ~ ENGLISH L~~ERATUE. I. 67. E I G H T E E 2 Cr. The principal authors from Dryden to Blake. Discussion of literary moremenu and historical backgrounds. LITERARY CRITICISM. II. 2 Cr. A study of same basic historical texts, with emphasis on the principles and 68. issues which have special relevance for modern thought. 3 cr. The rtudy of American English vocabulary, sounds, and grammar. Decigned to give prospective high-school English teachers an introduction to the study of language. 71. INTRODUC~ON TO MODERN ENGLISH. I. 74. s~naesp- 11. 3 Reading of some of the plays. Attention given to the principles of drama and the ,historical background. 75. MILTON. I. z Cr. A study of Milton's major poems and selected prose worka in relation to the important intellectual movements of the seventeenth century. (Wered 19$5 -5 6.) 11. 76. CHAUCER. 2 Cr. Chaucer's poetry in relation to the thought and culture of the Middle Ages. Emphasis on The Canterbury Tales. (Offered 1954-55.) MODERN DRKMA. I. 2 cr. A survey of the chief dramatists from the time of h e n . Representative plap studied as literature and as theater. (Ogered 1954-55.) 8I. MODERNBR~T~SH ~ h n ~ n n u11 i.. 2 Cr. The more important literary movements of the present century in England, concentrating on leading anthon and notable productions. 82. 91-9z.t ENGLISHSEMINAR.I, TI. 2 Cr. Designed to acquaint the student with the methods and problems of bibliography and research. Selected topics in American and British literature. Limited to seniors. TEACHING OF ENGLISH. I. See course 93 under Education. 93. I % Cr. FUNDAMENTALS OF JOURNALISM. I. z Cr. An introdncdon to the theory and practice of journalism. When pursued in connection with Tbc Augsburg Ecbo or Tbc Augsburgian an additional credit may be earned. See courses 4 to 7. I. 2. EDITING THE SMALLPAPER n. z Cr. A amtinuation of course I, in which the mechanics of newspaper production m d d t with in detail. PmMema of ryle and policy relative to coho01 and church pnblicidopc are studied. Participation in work of Tbe Augsburg Ecbo ir required. (Offered 1954-15.) FEATURE WRITINGFOR PUBLICATION. U. 2 Cr. articles and their placement in various The p l d g and writing of featpublications. Ability to write good English is a requirement. (mered 1955-56.) 3. Bcbo STAFF MEETINGS. I, IL 2 Cr. Stlldma who m regular memben of Tbe Avgrburg Ecbo S d and nho may receive credit for ,their work must register for the weekly r d meetings. These meetings are also open to members of course I. Hour arranged. 4~ 5. Aylrbmgiw, STAFF ME~~INGS. I, IL t C c. Studentr who are regdar mcmben of the Augsbnrgia r d and who may receive credit for their work must register for the scheduled weekly st& meet4,7. ing#. Department of Speech The speech department aims to relate the development of speech to personality with & purpose of improving the adjustment of the individual to his environment. It meks to develop skill in platform deportment and speech comporition, and .tof w e r the hzbit of critical listening. Through its comes in interp m t i v e reading and dramatics an appreciation of poetry and drama in sought. The department offem a major in general speech which prepares the student for the teaohing of speech in the secondary schools and for graduate work in general apeech, radio, theater, or speech pathology. .fiContinuation course. To receive credit for this course, a student must complete both ouneeters. All students are required to earn 3 credits in speech for graduation. Speech 1 1 ia designed mpecirlly for thir requirement. Major: 21 credits above Speech 11, including comes 12, 31, 32, 11, 61, 76. Also required is Phil. 26. English is recommended as a minor. Minor: 15 credits above Speech 11. For Education students at least one course Qromeach of the following groups: 12, 5 I; 3 I, 32; 61,62; 74, 76. 4. REMEDIAL SPEECH. Open to all studena. o Cr. For students needing individual attention to various kinds of speech pioblemo such as stuttering, lisping, foreign dialect, and excessive stage fright. 3 Cr. BEGINNINGSPEECH.Fr., 50. Offered \bothsemesters. A study of basic problems of effective speaking and critical listening, with emphasis on informative speech. I I. 3 Cr. TYPESOF PUBLICSPEECH. Prereq. I I. Fr., So. 11. An i a d ~ # : t i o na togamenution and peramion, &usah, debate, intapretative readiug, and parliamentary procedure. Pamiciperion in various q m h g I 2. aativi*. 15. STORY TELLING. I. I Cr. Selection and preparation of stories for various age groups. Observation and practice in story telling. (Offered 1914-5 1.) ~TERCOLLEGIAIE D E B A I, ~ .II. Open to d 8mdantl. The work of this group is based upon the intercollegiate debate 21, 22. 2 a. question for the year. I Cr. Preparation and delivery of an original oration for collegiate oratorical contents. Arrangements to be made with the instructor. 24. ORATORY. Open to all students. I. IN~RETAT RJZADING. I V E So. I. 3 Cr. Basic principles of oral interpretation of literature. Practice in reading various k i d s of prose, poetry, and drama. (Wered 195 5-56.) 3 I. 3 Cr. 32. ACTING.SO. 11. An introduction to the art of acting. Creation and presentation of scenes and skits; participation in dramatic productions. Upper D i v i s h Cmrses GROUPDISCUSSION. Jr., Sr. I. z Cr. Principles and types of discussion. Practice in group discussion techniques. (Offered 1954-51.) 11. SPEECH.Jr., Sr. 11. 54. WIO z Cr. Exercises and projects in preparation and production of radio programs. Emphasis on projects suitable for speech work in secondary schools. (Wered 1914-55.) 61. ARGUMENTATION AND DEBATE.Prereq. I I, Philosophy 26. Jr., Sr. I 2 Cr. Applicationr of logic in public address. Techniques of logical criticism, preparation and delivery of argumentative speeches and participation in debates. (Offered 1955-56.) 2 Cr. PERSUASION. Prereq. 11, Psy. 3 or 5. Jr., Sr. 11. Applications of psychology in public address. Preparation and delivery of various kinds of persuasive speeches. (Offered 195 5-5 6.) 62. STAGECRAFT. Jr., Sr. 11. s Cr. A study in scene construction, lighting, and costuming with emphasis en high school theatrical productions. Laboratory experience in dramatic productions. 64. (Offered 1955-56.) STAGEDIRECTION.Prereq. 32. Jr., Sr. 11. 2 Cr. Theory of stage direction, exercises and projects in blocking and directing play rehearsals. Laboratory experience in dramatic productions. ( m e r e d 66. 1954-55.) 2 Cr. SPEECHHYGIENE. Prereq. Psy. 3 or 5. Jr., Sr. LI. Principles of mental hygiene in relation to ,personality and development of speech habits with emphasis on the role of the classroom teacher. (Offered 74. 1954-55.) SPEECH PATHOLOGY. Jr., Sr. 11. 3 Cr. Detection and correction of speech defects. Field trips to speech clinics; laboratory experience in speech therapy. Designed especially for teachers and social workers. (Offered 195 5-5 6.) 1% cr. OF SPEECH.Sr. I. 95. TEACHING See course 95 under Education. 76. Department of Germatm MR. LANDA,MR. KOPP The general aim of the COWSCB in German is to help the student develop an u n d d g of the Gsmm idiom and an ippreciabon of ,the ethical and athetic d u e s contained in German literature In particular, the aim is to provide techniul training for sthe student who plans m study theology and for the candidate for higher academic degrees. Minor, 20 credits. I-2.t BHEE~PNWG GERMAN.I, IX. 8 0. A d y af & grammar and vocsbulary of the G e m language w h a t the student attains a reading knowledge. 3-4.t MODERNGERMANPROSEAND POETRY.I, 11. 6 Cr. This omme w n h to build up the vocabulary of thc mclent Amugh the study of easy prose and poetry. -&mstion both -eaters. course. To receive credit for this course, a student must complete Upfir Division Cmrses 5 I, 5 z. GERM~N LITERATURE. I, TI. 6 Cr. Reading of standard authors. Brief survey of German literature. C Sr. I. 74. TEACHINGOF G ~ M A M LANGUAGES. See course 74 under Education. 1% Cr. Department of Scandi~vianLanguage and Literature MR. OLSON,Ah. LANDA This Department aims to impart to the student the knowledge of a foreign language as a factor in stimulating a sympathetic interest in the people for whom it is the main channel of expression. It zto aims to give the student a working knowledge of the Norwegian language. It furthennore seeks to develop an interest in the history of the Norwegian nce, as well as to transmit to American life the best of the cultural heritage of the Scandinavian peoples. Minor, 24 credia. I, n. 8 0. Reading, translation, spelling, and exercises in writing and in pronunciation. 14.t BEGINN~NG NORWEGIAN. Fr. INTERMED~TE NORWEGIAN. SO. I, TI. 6 Cb. Further rtndy of granmmu. Reading of standard authors. Brief surrey of Norwegian literature. Composition. 3-4.t HISTORY OF THE SCANDINAVIAN COUNTRIES. I. 3 Cr. A brief survey of the history of the Scandinavian peoples. (Ogered 1955-56.) I I. DEVELOPMENT OF MODERN SCANDINAVIA. 'II. 3 Cr. A survey of social &ought and life in Scandinavia from I 8 I 5 to the present day, studied against the background of the general cond,itions in Europe. (Offered 1955-56.) 16. SOCIAL Upper Division Co~rses THE MODERNSCANDINAVIAN NOVEL.Prereq. 3-4, or six credits in liter2 Cr. ature. Jr., Sr. I. The course includes selected mveh by Jonas Lie, Sigrid Undret, Selma Lagerlef, and others. Knowledge of a Scandinavian language not required. (Ogered 55. DRAMA.Prereq. 3-4, or six credits in litera56. THE MODERNSCANDINAVIAN 2 Cr. ture. Jr., Sr. 11. The wurse includes elnmsc by 8j@tnron, h e n , and Strindberg. Knowledge of a Scandinavian language not required. (mered 1954-55.) Sr. I. 7.4. TEACHINGOF GERMANICLANGUAGES. t(=ontinua&n course. To receive credit for this course, a student must complcb Borh semesters. Department of Romance Languages at& T h a ~ c e ~ ~ ~ t n i m r ~ m t r r i n & ~ f o r ~ d work, nsd bntintrr -tiom indhigh r h l teoehing, tbe~~fFmOEhotS~;nrrtffo&indt&P;.g~ap&~af rhsbtinIitetfflrrrmdea~the&of p t b k a u r w c o b l e h time; and &ally, to make a contribution toward world peace by fostering in d e n u an undemtanding of other peoples, their language, institutions, c u l ~ , and id&. Minor, zo credits I-2.t BEGINNINGFRENCH. I, IL 8 GThe collne includes che study of French sounds and their rpelling, the erenchb of grammar, oral and written work, and the reading of suitable selections from French literature. Offered 1954-5 5 . ) INTERMEDIATE FRENCH.I, 11. 6 CrOne half of the time is devoted to the further rtudy of grunmu, cornpodtion, d oral work. JE.e other half is spent in reading repre~~ltative of French literature. (Ogered 1955-56.) 3-4.t Upper Division Courses 5 I. SURVEYOF FRENCHLITERATURE. I. 3 Cr- Th couree cornprim leotarea by the inatrucmr on authon and l i t e r q moremenu of the seventeenth, eighteenth, and nineteenth e e n d u , and readingr d reports by the students. (Offered only as an honors course for selected students.) CONVERSATION, fr C ~ M W S ~ OIL EY. 3 Cr. 12. FRENCHPHONETICS, A thorough study of French sounds, phaoetic symbols, drill an pronunciation, phonetic readings, various types of oral mrk, memorization. dictation and' composition. (Offered only as an honors course for selected students.) TUCHIWG OF R o w - LANGUAG~. ST. L See course 78 under Education. 78. &or, zo credits. I-2.t h BEGINNINGSPANISH. I, 11. 8 0. The cotuse includes further study of grammar, oral and written work, and e reading af rhort rtorics, novels, and plays in the Splnish language. tQntinuacDn course. To receive credit lor thi, coune, a student both ~mrtcn. QW complete INTERMEDIATE SPANISH.I, U. 6 Cr. The course includes the essentiah of grammar, oral and written work, and the r e d i g of stories in the Sp?nish language. 3-4.f Upper Division Collrses SURVEYOF SPANISHLITERATURE. I. 3 Cr. The c o r n consirtr of reading and reports, a d provides a general survey of well known Spanish and Spanish-American authors and their works. (Offered only as an honors course for selected students.) 5 2 . SPANISHCONVERSATION AND COMPOSITION. 11. 3 Cr. Some further study of Spanish gmmmar is included with special emphasis on developing the ability to use the language both orally and in writing. (Offered only as an honors course for selected students.) Sr. I. I % Cr. 78. TEACHINGO F ROMANCELANGUAGES. See course 78 under Education. 5 I. Department of Music MR. SATEREN,MR.SAVOLD,MR. THUT, MRS. THUT, MISS LANDQUIST, MR. LANDAHL,MR. C. W. ANDERSEN,MRS. BAILEY,MR. TETZLAFF Thicdeptmmtdm~iusmw&n~rtrtdcnurbam~pbm d y i n & e a ~ t i o ~ d ~ ~ ~ ~ & m o d e d t h c p t l r t r m , m a d d i t i o n m g i i i n g ~ ~ t o b w & ~ t o ~ & a f l o w d dhctam af choral md d pjrma.lh tLtduponthetichmwicdbodtageof r f r c ~ C Theh ~ rho~paeprrctionfOrfb#owhocxpe~t~ooontiaPtllaaeisfhdm+in tbeadafmwk MU& A Graduation Major (36#edits) the cmnple- 7, 8, 15-16, 55-56, 6 x 4 or 63-64, 6 ~ 66; , q &&e 77, 78; and 8 credits in Agpfd M&c (hdndiog nt I, 2, of the following: credits from 10, z credits in piano or organ.) A Teaching Major (36 credits) requires the completion of the following: I, 2, 7, 8, 15-16, 61-62'' or 63-64*, 61, 66, 87, 88; z elective credits from 77, 78; and 6 credits in Applied EAusic (including at least 2 credits in piano or organ). One public recital in each of the junior and senior years is required of dl music majors. - . ~ t h u t h cno w . both semesters. To receive cradit &or thiu course, r student mwt d t e * A s & t d E r = ~ h ~ M d b t & f o r b o & d o n d ~ t d ~ ~ r k U & h e t n k e o b o d ~ ~ , h i s w m k i n A Mm;E,craeptforthsraq~~~inPinrw,mpptKinins~~~ Xbaresip~facGharnlT~ac,diavoEnImoaicifhotogiamk~m e n d Technique. A Graduation Minor (26 credits) requires the completion of the following: 7, 8, 15-16, 78; 4 elective credits from 10, 55-56, 65, 66, 77; and 6 credits in Applied Music (in which at least 2 credits must be earned in private lessons in either vocal or instrumental music). I, 2 , A Teaching Minor (26 credits) requires the completion of the following: 15-16, 61-62 or 63-64, 65, 66, 78, 87, 88, and 4 credits in Applied Music. I, 2, Two semester credits are given for membership for one year in the Choir, the Chord Club, or the Band. One credit is given for membership for one y e a in ,&e M e Cham Credits are not 'granted for less &an two successive, complete semesters. Ow credit per semester is granted to studem taking a minimum of sirteen thirty-minute lessons per semester in either voice, piano, organ, or brass. Fees per semester: Choir $5.00, Choral Clvb $2.50, Voice $35.00, Piano $35.00, Organ $35.00. Piano rental $8.00, Organ rental $20.00. Brass (private instruction) $40.00, Brass (class instruction) $14.00. (Ren,d entitles the student to use the instnunent for I hour per day.) , C, TRAINING. I, 11. 4 fi. course including the basic fundamentala of music: notation, terminology. r , > k and melody. Special attention is given to right tcales, intervals, triads, ih+, ringing, ear training, elementary keyboard harmony and Lnnonic dictation. 4 Cr. HISTORY AND LITERATURE OF MUSIC.I, 11. An historical approach to the appreciation of the world's greatest music. Supplemented by musical scores and record illustrations. For students with or without a musical background. Students should complete 7 before registering bor 8, or have consent of instructor. ,7, 8. HYMNS AND MUSIC OF THE Cnvacn. ILL a Cr. A nrrrey c o u m dealing with . h e development of the myic of the Chrhti.n Cbrud, with &s attention to Promtant Hymnody. Designed for the general d e n t , the coum also will prove 'helpful to orgmirts, choir directom, and prewminirirru. The anme ir accepted aa fulfilling rhe requirement of a w m in 10. Uuiatiallity. 4 ck. of rcales, intervals, and chord forniation in written u e r k Writtin .work includes ~ ~ b n i z a t i oofn fi&d bur and given melodia u well aa opportunity for simple cmtive writing. -tinuation amme. To ieceive credit for this coruse, a student must oomplete both semesters. - Upper Division Cwrses 4 fi. monkation of +ed bass and given melodies. Thorough study of mod&tion, advanced chord formadom, the use of wpensionr, retardrtions, and ornunam of m&. S h t r should have mme knowledge of piano. 61-62.? INSTRUMENTAL TECHNIQUE Prercq. I, 2. I, IL 4 QC h intruction in string, reed, and brvr instruments, preparing the prospective public school music teacher and director for work in band and orchestra. 63-6.4.? CHORALTECHNIQUE. Prereq. I,2. I, IL 4 (3- Clav instruction in the fundamentals of voice u related to singing, preparing the prospective public school music teacher and director for work in vocal music. 65, 66. C~NDUCTU~G. Prereq. Jr. I, ll. I, z, or z Cr. in piano, organ, or equivalent. 4 Cr. A come designed for students planning to enter the field of public school music, as directors of vocal or instrumental music or both, and for thore who wish training in church choir administration and direction. COUNTERPOINT. Prereq. 15-16, 5 5 . I. z Cr. Strict counterpoint in one, two, three and four-part writing in all the species. 77. MUSICAL ANALYSIS. Prereq. I, 2, I 5-16,1f, 77. 11. 2 Cr. A detailed study of rhe structure and form of music, together with the study of the harmonies constituting any musical composition. 78. TEACHINGOF G r a m SCHOOLMUSIC.Jr. II. See course 87 under Education. 87. TEACHING OF HIGHSCHOOL MUSIC.Sr. I. See course 88 under Education. 88. s Cr. 2 Cr. CLUB OR BAND. I, IL z Cr. &on, CHORAL M m s CHORUS.I, 11. I Cr. These organizatiom exist not only for the benefit of the music rtudent but for anyone enrolled u a student who wishes to participate in group affording the opportunity for musical expression. Credit not granted for 1 s than two NCcessive, complete semesters. s Cr. PIANO.I, n. All grades of instruction are given, from elementary to the most advanced. The methods are modem, embodying the system of arm weight and arm rotation. One thirty-plinutc lesson per week. ?Continuation course. To receive credit b r this course, a student must complete both semesters. ORGAN.I, 11. z Cr. Inrtruction in organ technique and repertoire. Basic piano technique is recommended u a foundation. One thirty-minute lesson per week. I or 2 Cr. n. Voice instruction includes correct habits of pronunciation and articulation, breath control, flexibility, ear training in some cases, and interpretation of song classics, both sacred and aecular. One thirty-minute lesson per week. VOICE.I, BRASSINSTRUMENTS. I, 11. I or z Cr. Private or class instruction on the brass instruments of the band and orchestra is offered as follows: a) Private instruction-ne lent) per semester. I credit. thirty-minute lesson per week (or its equiva- thirty-minute lesson per week (or its equivalent) b) Class instruction-ne per semester, in groups of not less than three pupils. f/z credit. MODELING AND SCULPTURE. I, II. 4 Cr. Design in three-dimensional form. Modeling of portraits, human figures and animal forms. Plaster casting. ( m e r e d 19 54-5 5.) I , 2. PAINTING.I, 11. 4 Cr. Still life and landscape painting. Theory of composition and color. Problems 3, 4. in line, form, space, color mixing, and practical problems. (Offered 1955-56.) Division of the Social Sciences I t is the general purpose of the work in this division to improve the student'# u n d e r s t d i n g of human relationships and his appreciation of ,their importance and rrhq especially in their Christian interpretation. The work pmxedhg u n d u the d a n c e of the faculty in this division is therefore intended to develop a Bightr grade of citizenship and to improve the individual's adaption to his vocation. Department of History and Political S d e n c e The work of this Department is designed to give the student an understanding and appreciation of the events, functions, motivations, and opemtiona of the phenomcnn in the fields of History and Political Science. It affords preparation for graduate study and for teaching in secondary schools. Major, 30 credits; minor, zr credits. Students who h a ~ ea major or minor in History and who plan to teach in this field must include History 21 and 2s. For non-majors, prerequisitu may be waived on consent of the instructor. SURVEY OF EUROPEAN CIVILIZATION.Fr. I, 11. 6 Cr. This course is a rapid survey of European history from ancient times and up to the present. Designed to lay the foundation for future work in History. 1-2.1 HISTORY OF THE SCANDINAVIAN COUNTIIIES.I. 3 Cr. See Course I I under Department of Scandinavian Language and Literature. I I. -./ r \ HISTORY OF THE UNITEDSTATES.SO., I, rZ. 6 Cr. A survey of the life of the American people, and the development of their ideas and institutions. First semester to 1865, second semester to present. 21, 22. Upper Division Cmrses AND THE REFORMATION. Prereq. 1-2. Jr. I. 3 Cr. 5 1. THE RENAISSANCE A study of the economic, social, political, cultural, and religious movements that marked the transition from medieval to modem civilization and culture. HISTORY OF ENGLAND TO 1800. Prereq. 1-2. Jr., Sr. 11. 3 Cr. Emphasis placed upon the constitutional development of England and the factors which shaped the background of U. S. History. (Mered 1954-5 5.) 52. 53. HISPANIC-AMERICAN HISTORY. Prereq. 1-2. Jr., Sr. I. A study of Latin America and its development. A !Continuation wune. To receive credit for this course, a student must complete both semesters. 54. EASTERN EUROPE. Prereq. 1-2. Jr., Sr. II. The history of elstern Europe w i h e m p M on the development of 3 a- Rd. CONTEMPORARY HISTORY OF THE UNITED STATES. Prereq. 21, 22. Jr., 3 Cr. Sr. I. A history of the United States from about 1900 to the present, including consideration of international policies. 55- 56. A X ~ I C A NDIPLOU~CHISTORY. Prereq. U. S. H h or Am. Gor. Jr., Sr. 11. 3 cr. A consideration of {oreign relations of the United States from the Revolutionary War to the present. Prereq. 1-2. Jr., Sr. I. 3 Cr. 61. ANCIENTHISTORY. A c u l d and political history of ancient civilizations and their contn%utions to modem cultures. (Offered I 9 5 5 - 5 6.) HISTORY. Jr., Sr. 11. 3 Cr. 62. CANADIAN The development of Canada from early explorations to the present, with special emphasis on Canadian-United .States relations. (Offered 1955-56.) EUROPE.Prereq. 12 Cr. in Hist. I, 11. 6 Cr. 71, 72. NINETEENTHCENTURY A study of international relations as affected by nationalism, socialism, industrialism, militarism, and imperialism. World War I and the rise of the totalitarian states and World War 11. (Wered 195 5 - 5 6.) 81, 82. THETWENTIETH CENTURY. Prereq. 12 Cr. in Hist. Sr. I, 11. 6 Cr. A surrey of recent developments in the world, stemming from the first World War. Some study of current affairs in the light of historical investigation. (Offered 1954-55.) 101. HISTORY SEMINAR.Sr. I. Prereq. approval of history faculty. z Cr. A survey of historical writings and source material. A research project will be required in this course. Recommended for students who plan on continuing the study of hiitory in a graduate school. <; credits. Minor, OF AMERICAN ~ ~ R N M E N T I, . 11. \,6 C . PRINCIPLES 41-42.? Foundations of American government. A study od the Constitution and'yivil rights, of federal, state, and local governments and their functions, and of citizenship, popular control of government, and political parties. Contemporary issues are stressed. Students may enter the second semester. ,73 Upper Division Courses PARTIESOF THE UNITEDSTATES.Jr., Sr. I. 5 3 . POLITICAL 3 ,Cr. A review of American parties, their organization, methods, functions, pressure groups. ?Continuation course. To receive credit for this course, a student must complete both smesters. THE SOCIAL SCIENCES i 54. HISTORYOF P o u n c u THOUGHT. Jr., Sr. 11. -fi. A study of political philosophy and its influence and historical sigtk6tance from ancient Greeks to the present. 56. AuEarc*~DI~LOMATICHISTORY.II. !he c o m e 56 under History. 60. PUBLICFINANCE. Prereq. for Minors in Political Science, Econ. 15 or 3 Cr. American Government. Jr., Sr. 11. See course 60 under Busines Administration and Economics. TEACHING OF W E SO= STUDIES. Sr. I. See course 86 under Education. 86. I % Cr. Combined Major in Sociul Sciences for T e o c h g Requirement: 21 credits in History (including History 21 and 22) and Human Geography, and 6 credits each in Sociology, Economics, and Political Science 41-42. Minor in Socid Science Requirement: 6 credits each in Sociology, Economics, and Political Science 41-42. Department of Sociology ivk.. TORSTENSON,MISS JENSEN, MR. SWENSON,MR. BELGUM The objectives of this Department are to give the student a better understanding of the motivating farces which operate within our wuntry in particular, and in society in general. A study is made of the institutions through which these forces make themselves operative. As a Christian college we have the funher goal of seeking ways by which the Christian principles can be made w have greater effectiveness upon the forces of our society. Students may prepare to teach in high school or may lay the groundwork for further preparation i n the field of social services. Sociology major, 24 credits including Sociology I. History 1-2, or 21 and 22, required for a sociology major or minor. Combined Social Science major, same as requirements listed under Department of History and Political Science. Sociology minor, I 5 credits including Sociology I. History 1-2, or z I and 2 2 also required. Teaching minor in Social Science, at least 6 semester credits in each of rociology, economics, and political science. Introduction to Statistics is recommended for majors and minors in Sociology or Social Science. Physical Education 6 and 8 y may be approved for Sociology credit by the Sociology Department. IN. SOCIOLOGY.I. A wurse in general sociology for nurses. Two lectures per week. 2 Cr. PNNCIPLESOF SOCIOLOGY. Fr., So. Offered both semesters. 3 GA atudy of the nature of society, its interests, attitudes, social facton, st-me, contmlr, and process of change. 2. %Brto-s. Prertq. kc. I . Er., So. IL 3 crT%c d h c proct=w a t the mot of contempmry problems m@cr *irh wx & p i n of the pemml, f d y , commanity, and po&fic~+~~wmie djwmww to shm processw. k i d plicits in the m i n g arc nndyLtd in terms of there proceand adjustment problems. 4. INTRODUCTION TO STATISTICS. Fr., So. 11. 3 Cr. See course 4 under Department of Business Administration. 14. HUMAN GEOGWHY.Fr., So. TI. 3 0A s d y of geographical facton influencing social institutions. 16. SOCIAL DEVELOPMENTOF MODERNSCANDINAVIA.II. 3 Cr. See Couree 16 under Department of Scandinavian Language and Literature. 22. SOCIOLOGY OF R u m L F IE. Prereq. Soc. I. So. II. 3 Cr. Study of the structural, vital, and material elements of the rural community, and the anal@ of rural institutions and social patterns of behavior. Emphasis ia placed on the dynamics of change. 42. MARRIAGE AND FAMILYRELATIONSHIPS. 11. 3 Cr. See course 42 under Department of Home Economics. I. Upper Division Courses SOCIOLOGY OF URBANLIFE. Prereq. I. Jr. I. 3 0Study of the city as to ,historical background, causes of growth, social communities, maladjustments, urban planning, housing pioblemr, health factors, cultural centera, and rural-urban relationships. 51. CRIME AND SOCIETY.Prcreq. SOC. I. Jr., Sr. 11. 3 0A rmdy of the nature of delinquency and crime in our contemporary world. An examination of c a w 1 facton, methoda of apprehedon, treatment, and prevention of delinquency and crime. 52. 3 Cr. THSPWY. Pmreq. SDE. I. Jx., St. I. j of rhe b m r y md ftlncbon of the family as a buic insamtion, the ~ ~ of modern c nnde emmmic rhnnm on family interactions, organization, and disorganization. (Offered 1 9 1 1-1 6.) . Soc. I. Jr., Sr. II. 3 Cr. 54. PUBLICW E L F ~Prereq. An introduction to the historical development, basic concepts, legislative policies, organizational structure, and institutional functions of social welfare, including a survey of contemporary public welfare and social security. 93. k d INTERCULTUFLAL~ L A T I O N SAND M I N O M ~PROBLEMS.Prereq. Sot. I. Jr., Sr. I. 3 0. Chncteriatics a d contributions of ethnic groups in the United Stam, causes md cunrequencu of race and group prejudice, mechrnirm and problems of group adjustments, proposed solutions for intercultural conflicts. (Offered 195455.) 55. 56. . h E O R AND ~ ~ N A G E M B N T~ A T I O N S . n. See course 56 under Department of Business Administration. 3 FIELDSOF S O CWORH. ~ Prereq. Soc. I. Jr., Sr. I. 3 An introductory course to acquaint the student with the scope, nature, functions of social work. A survey of private and public social agencies in field of family welfare, child welfare, medical social work, group work, other community agencies. 57. crCr. and the and COMMUNITY ACTIVITIES.I, n. t Cr. The course provides laboratory experience in community activities under the direction of trained personnel in social agencies. General supervision of the program is exercised by a member of the sociology staff. 59, 60. SOCI~~L PSYCHOLOGY. Prereq. Psy. 3 or 5 , and 6 and Soc. I. Jr., Sr. I. 3 Cr. A audy of the psychological ,backgrounds of group behavior, the development of .pnanrlity in oocial situations, the principles of character formation, the deveIo-t of public attitudes and opinion, the laws of progress, social c o d k t s , and eocial control. 61. 86. TEACHING OF SOCIIII. STUDIES.Sr. I. See course 86 under Education. I % Cr. Department of Psychology and Education Courses i n orientation are offered to freshmen as a part of the total program designed to m i s t in the adjustments that the incoming student needs to make. The work in psychology is designed to aid the student in more adequately understanding, predicting, and controlling his own behavior as well as that ob ht fellowmen. The education curriculum has been designed primarily for those preparing to do high school teaching, although any student who is preparing to work with youth is encouraged to study in this area. The work in this department will qualify the teaching graduate for a Minnesota Teacher's c e d cate on the junior and senior high school level, as well as for further study in the field of education. Admission to the teacher education curriculum requires an application to be approved 'by the Committee on Teacher Education. Application must be made during the second semester of the Sophomore year if the student is to complete the program in the regular time of two years. Approval is granted on the basir of a satisfactory health report, favorable personality characteristics, and a minimum in scholastic achievement of a 1.5 honor point ratio in the major, a 1.0 ratio in the minor, and a 1.0 ratio for the over-all average. The applicant should be preparing for competency in at least two subject-matter fields that are also taught on ,the high school level. AS1 students admitted to the teacher education curriculum m w t secure two credits of Group Activity usually to be taken in connection with Ed. 51 and 52. In addition to the regular lower division requirements, students in teacher education are required to have four semester hours in general psychology, these hours to be completed before taking Educational Psychology. No student will be permitted to modify the two-year teacher education curriculum in his program unless that change is approved by the Committee on Teacher Education. All questions regarding the teaoher education curriculum should be referred to the Committee on Teacher Education. PSYCHOLOGY O~NTATION.Required. Fr. m e r e d hoch semesters. I. I G. freshmen in making the proper adjustaxent to rhdr mrk aa sndente in college, iududing metho& of study, vocational choice and prep aration, and development of personality. D e a i g d .to &st PSYCHOLOGY AND ORENTATION. Fr. I. This course combines the aims and course content of Psychology 3 Cr. and Psychology 5 . Emphasis is placed on group and individual personal counseling, helping the student use his knowledge of psychological principles involving his personal problems. Two one-hour lecture periods and two one-hour laboratory periods per week. Registration restricted. 3. I JN. GENERALPSYCHOLOGY.I. 2 Cr. An introductoq course in psychology intended for n m . T l o lecturer per week. GENERALPSYCHOWGY. I, TI. 4 Cr. A study of the basic processes underlying human behavior. The piinciplea, methods and problems of psychology are discussed and the following topics a ~ estressed: learning, intelligence, emotion, motivation, the sensory pmc5, 6. eses and perception, individual differences, thinking, imagination, memoq. heredity and growth. The second semeswr emphasizes the application of the principles of psychology to the problems of everyday life. SOCLALPSYCHOLOGY. I. See course 61 under Department of Sociology. 3 Cr. 61. 3 Cr. ABNORMAL PSYCHOLOGY. Prereq. 3 or 5, and 6. Jr., Sr. 11. A survey of the history of the treatment of mental disorders and a atudy of 62. their nature, causes, prevention, and present treatment. ( M e r e d I95 5 - 5 6.) , PSYCHOLOGY. Prereq. Psy. 3 or 5 , and 6. Jr. I. 3 Cr. 51. EDUCATIONAL A d y of human development, learning, and adjustment in order to better understand human behavior, especially the ,behavior ob adolescente in a school context. THE SOCIAL SCIENCES IN HIGHSCHOOL.Prereq. 5 I . Jr. 11. 5 1. TEAC~IWG T d b gw Min m b h m w md c 00 & 3 Cr. h management. hcludu a study of the secondary need# of youth. 53, 54. GROUPA c m r Cr. This is not given as a separate course, but offered in connection with Religion 6, 57, and $8; Physical Education 6, I I , I 3, 14, and 5 5, 56; Education 5 I and 52; and Home Economics 36. The nature of the experience will vary with the course with which it is associated, and may include such activities as teac,&g, supervising recreation, and advising clubs. The cooperation of the agencies involved is necessary, with reports from the supervisor and the student to the teacher of the course with which the work is connected. A student may not receive more than z credits in Group Activity. PPP~CIPLES OF GUIDANCE.Prereq. 5 I. Sr. 11. 3 G. A d y of the guidance function of the cl.uuoom teacher, toola and techniquea med in d y i n g students, and methods rpprapriate for &t gaidaria, including counseling. 5 5. HXSTOPY AND PHILO~OPHY OF EDUCATION.Sr. 11. 3 Cr. traw the development of modern education and roeh to aaaiat the aohnt in developing an understanding of rhe present educational program and the ruions modem philobophies of education. The aapecta of the atate edmtiasrl p g r u n important for the orientation of the new teacher are 58. Tbe casn S U ~ . Specid Tescbing Metbods The special methods courses include the study of the materide, organization, lad tuahing procedurer of the field for which they are given; applications of the principles of teaching are made in the ape&c field. U d y , each student is required to take two of these courses to prepare for student teaching. Thh mesm one courae related to the major and one to the minor. Prcrequisitu are a major or a minor in the field and Education 52. In special situations, a student may be permitted to regiater for more than the a m o a t of d t W. TEACH~NG OF G ~ M A N I C LANGUAGES. Sr. I. TEACHING OF ROMANCELANGUAGES. Sr. I. TEACHINGOF NATUW SCIENCES.Sr. I. TEACHINGOF BUSINESS.Sr. I. T u c H r n ~OF MATHEMATICS. Sr. I. T E A C H ~ OF G SOCGLSTUDIES.Sr. I. TEACHINGOF GRADESCHOOLMUSIC.Jr. 11. TEACHINGOF HIGHSCHOOLMUSIC.Sr. I. TEACHINGOF HOME EUINOMICS.Sr. I. TEACHINGOF ENGLISH.Sr. I. T ~ n c n r nOF~ HEALTH AND PHYSICALEDUCATION. Sr. I. TEACHING OF SPEECH.Sr. I. 1% Cr. 1% 0. I % Cr. 1% 0. % Cr. I % Cr. I Cr. z Cr. r Cr. 1% Cr. t Cr. 1 % Cr. 2 4 to 5 Cr. Prereq. Educ. 5 I , 52. Sr. I. 96. STUDENTTEACHING. Obeervation, participation in teaching activitier, and experience in actnal contml of the clamnmm situation. Direction of the program is shared by the college mpervisor and selected critic t&. The f o h w h g coumes prepare the emdent to meat the state requiremenu for a minorial~qscien~~aain~ip~a~&loeof$ooksfor ahe &l . . &ra,nyB n pqming bob and other librecy a n a d for circulation, . a iwho01 in library, and h making iatdigat and effective use of libmryt~alsfarhisuwnneabuader. Minor, 16 credits. 3 Cr. BASIC FUNCTIONS OF THE SCHOOLLIBRARY. Jr. I, 11. Designed to acquaint the student with the place of the library in the school and community; local public, county, state, and national services; standards; relations with school administration daculty, students, and community; the budget; planning, housing, and equipment; library records; organization of materials; school library administration. Two credits first semester; one credit, second. (Offered each year beginning 195 5-56.) y 5-56?. 57-58t. ELEMENTARY MATERIALS. Jr., Sr. I, 11. 4 Cr. Library materials for the elementary school library; book selection, principles and standard lists; correlating the library holdings with the grade cumculum; reviewing of individual titles. Sources. (Offered alternate years beginning 1955-56.) S9-60f. SECONDARY MATERIALS.Jr., Sr. I. 11. 6 Cr. Introduction to book selection; book selection in subject fields, including reference books and related fiction; periodicals and other non-book materials, their use and preparation for circulation, standard lists for book selection; reviewing of individual titles. Sources. (Offered alternate years beginning 1956-57.) I Cr. 61. PRACTICAL METHODS. Sr. I. Giving che student practice experience in school libraries; teaching the use of the library; weeding and withdrawal procedures. (Offered each year beginning 1956-57.) 2 Cr. 62. READINGGUIDANCE.Sr. II. Remedial reading in the school as it relates to the school library, reading ladders; student's personal library; professional literature in the field, lists, testing, and records; guiding individual students in their recreational reading. (Offered each year beginning 195 6-57.) t Continuation course. To receive credit for this course, a student must complete both semesters. .. Department of Business Admm&ration and Economics and.Seaetarial Studies W.WALTON,MISS LUND,MISS BAVOLAK The objective of thia deparanent is to help students gain a broad knowledge and round perspective of b u s h a and our economic aocieq. Such knowledge and p e n p a i v e is m e s s q for success in apecSc positions in our complex business world a d h u l d provide the background to facilitate advancement, with experience, to positions of respomibiliq. A degree with a business major is a connmon requirement of business h and government agencies. The department giver a general background in economics; together with secretarial studies, it provides a teaching major or minor; and it prepares for graduate work in business and economics. Major, P d i t s ; courses required are Speech I I and History 21 and 22. I , 2, Minor, 2 I credits; 'courses required are Upper Division courses. I, 2. PRINCIPL~S OF I, 4, I 1, I 6, z, 4, I y, 13. Also required are I6 and six credits in ACCOUNTING. FL I, n. An introduction to the -principles of accounting and their application single proprietorship, pzrtnerahip, and corporate foof bu&er; prepuation and a d + of h a n c i a l statements; procedure in recording bwinar tranaacdonr; and an introduction to manufacturing and cost accounting. a. ,, INTRODUCTION TO STATISTICS. Fr., SO. U. A study of the collection, presentation, analysis, aud interpretation t i 4 data. It includes a e t d y of the memum of central tendency, time, series, tabulation, graphic representation, and the application of t h e statistical techniques to various types of data. 4- 15, p- 16. PWCIPLES OF ECONOMICS. SO. I,n. .;6-,G. A s t d y of the social organization of oar economy, hca1 and monGai$ p o k , value, prices, the distribution af d t h , and alternative economic systern. The objective H to help the s t u d e n t to develop the ability to a n a l p economic hu they h e in his personal and vocational activities and ia , public life. Upper Division Courses MONEY AND BANXING.Prereq. I, 2, 4, I 1, 16.Jr., Sr. I. 3 0. A study of the commercial banlu, the Federal Reserve Syrtem,the price l e d , and monetnty m d h a 1 policies. The parpooe is to lead the mdent to i n d gate thomufly the place and importance of money and priceq in bushus and 5 I. in the economy in general, emphasizing the problem of business fluctuations. (OfTered 1951-16.) 7 - - -- social implications of marketing activities in our economy. The prvpoae ir to give the atudent an analytical baais for judging business iltemativa and zlro governmeat legislation. 3 Cr. LABOPAND MANAGEMENT RELATIONS. Prereq. 15, 16.Jr., Sr. 11. A study of management, of labor, of their relations, and of their control by -0 d h &dr The objective ia to picture the dtsFsmPt I#dtionr Oi h p u p io aur and to investigate pordbiitk cb rt%ir*ing b y cam^ of &e whole through edacation and 56. ' government control. 3 Cr. PRODUCTION. prereq. I 5, 16. Jr., sr. 1. An operating subject dealing with the more important production procedures and techniques commonly employed in progressive manufacturing plants. The techniques are studied with reference to their contribution to the attainment of established manufacturing objectives to provide the student with an appreciation of the relationships of production to other operating problems of business and an awareness of the significance of production aspects of general administration problems. (Offered 1954-55.) 5,. 59. ADVANCED ACCOUNTING. Prereq. I, 2, 4, 15, 16. E. I. 3 Cr. The p-e of this course is to provide analytical accounting techniques which will enable the atudent to interpret &ancia1 data, a d to q u a i n t the student with c a t accounting principles and procedures. Preparation and anal* of 6nanci.l statements, comparative statements, and statements ahowing t h e disposition of working capital; and proceedings in job-order and standard uwting are scremcd. -- 3 Cr." 60. PUBLICFINANCEAND TAWTION. Prereq. 15. Jr., Sr. II. The course is designed to acquaint the student with the ecanomie sf taxation and national budgetary policy. A study is made of the elemenm of h a 1 policy and management of the public debt, considering the role of taxes, expenditures and debt management in economic stabilization. BUSINESS FINANCE.Prereq. I , z, 4, 15, 16, 59. Jr., Sr. 11. A study of the subject of business h a n c e concentrating upon the problems of going concerns to provide the student with a grasp of the rela62. tion of financial decisions to over-all company objectives and policies of such major departments as production and sales. Both working capital and long-term capital financing are studied. SENIORTOPICS.Sr. I, 11. 6 Cr. A x v k of businea practice and problem in our economy, pointing olrt tbe opportunities for individual endeavor, followed 'byan original project by each student i n which he makes an investigation of his own. The project mry be in m y business field; for example, lcco~ting,invwtments, pemmrl selling, market research, economic analysis. Offered only as an honors course for selected seniors in business. 71, 72. ?&r coumw aim to prepare student( for stenographic and d poribarinea o&w, m k t in ,the preparation for the rerching of borincr ~ ~ i n ~ & l s d f o r ~ d ~ r k , a n d n o p r w i d e oppmmhy for tihe development of of- s k i b for p a m d ue. t h o in A orsjor may be abtaiued in business education by completing a ntinimum hous, including I, 2, 3-4, 8, 51, 52, 53-54, Business Adminiatration 16, 13, and one other Upper Division Course or Home Economics 73. , including A minor may b h i n d by completing a minimum of 26 h I , 2, 3-4, 8, 51, 52, 53-54, Bushers Administration I, 2, or 15, 16. of 37 I . 2, I J , ELEMENTARY T Y P E W R ~Offered G . both semesters. I Cr. A ooarse for the development of the fundamental skills of typewriting. Three burs , p r week. I. 2. EMTBU~EDIA~ T Y P E ~ R ~ N G11.. 2 Cr. P m b in typing tabulations, manuscript typing, use of carbons, addreaing envelopes, and i n letter arrangements. Four hours per week. 6 Cr. 3-4.t ELEMENTARY SHORTHAND. Prereq. 2. I, 11. Training in the dundamentals of Simplified Gregg shorthand. Practice in dictation and transcription. Four hours per week. ,OFFICEMACHINES.Prereq. I , 2. Wered both semesters. 2 Cr. S t d y and practice in the operation of such machines as the dictaphone, calculator, adding machine, mimeograph, mimeoscope, addresograph, and dupli,cator. Two hours per week. 8. fCo~itm&n course. To receive credit for this course, a student must oompkte both semesters. 5 I. Upper Division Cmrses ADVANCBD TYPEWRITING. I. JZ. SEC~BTARIAL P R a c n a . Prereq. z CrFurther development of typewriting technique with practical training in businer kctar arrangement, billing, tabulating, and the typing of legal documento. Prerequisite I, 2 , or high achool credit in typing. Open to studenra having attained s speed of 40 words per minute. Four hours per week. I , 2, 3-4. 11. 3 Cr. Pra~tialapplication of secretarial dutier including dictation, business letterwriting, telephoning, use of businem and legal forma, personality development, and guidance in writing application letten and mrking application far r job. Mimeographing i included in this course for those who include this as s part of the plrish workers' course. Four hours per week. ~ N C E SHORTHAND. D I, n. 4 Cr. Advanced study of the theory and principles of Gregg shorthand. Rapid dictatioa Prerequisite 3-4 or high school credit in shorthand. Open to students who cam take dictation at a minimum speed of 80 words per minute and trmscribe ~ t a hhigh degree of accuracy. Four ,hours per week. 82. ~ E A C H I N G OF BUSINESS. I % Cr. Sr. I. See course 82 under Education. J 3-54.$ Depertment of Home Economics MISS SEGOLSON, MRS.NELSON,MISSMORTENSEN Thc abjectiwa of the department are threefold: first, to provide c o w that d l help atudenu solve penonal, home, and family living problems; eecond, to offer training for homemaking; and third, .to offer training for the teaching of home economics. Courses are open to all students and recommended for general education. N o n - m h g major, 33 c d u ; courses are I , z, 3, 7, 39, 40, 42, 44, 57. 66, 68. 71,72. Also required are Chemistry 4 or 5-6, Physics 3, Economics IJ. Sociology I, Biology 4 or 13-14 and 54, and Psychology 3 or 5 , and 6. Graduation minor, 18 credits including cotuses I, 3, 7, 39, 40 and 42 or 'I'cidiag msjor, 38 credits; caurser bted for non-terching major plus 33 md 76. T e d h g mipcws possible in Biology, chemhy, Speech, SocLl Sdcnce or Physical Eduution. C o d t a member of &e home ecommh faculty for course plonr. I. CLOTHING SELECTION, C a m , AND bus. I. 3 fi. A study of the factom involved in the choice, care, and repair of dothing. B a u g in dcrign, bewmingnem, appropriateness, and some of the textile fabrics suitable for ditferent wea are topiu considered. +tinuation both semesters. course. To receive credit for this course, a student must complete CLOTHING CONSTRUCTION. II. 2 Cf. course provides laboratory experience in making simple gmmnts in cotton and rayon. I t includes experiences in planning, cutting, fitting, and Nitable ,techniques in making garments, the use of the sewing mochiae, a;lteration of garments. Home Economics I prerequisite for Home Economia edocotion majors. Two double laboratory periods, one lecture discussion period per t. This ,we&. 3. Am w DAILY LIVING.I. 3 CrA study of m ?s it is met in the activitica of everyday living. Open to all rtudents. E L B ~ ~ NOF T SNUTRITION. 11. 3 Cr. Noranal human nutrition applied to food selection for the promotion and maintenance of health will be considered; student and recommended dietaries will be analyzed. 7. GROUPACTMTY. See courses 53, 54 under Education. 23. 33. COLORAND DESIGN.I. 2 Cr. 3 Cr. A study of the principle of design and color related to selecting, rrrrnging, and G g a i n g of household farnishings. Lettering and rimple poster d-. Some craft experience. Home Economics 3 prerequisite for Home Eumomica mapn. Three double laboratory perio& per week. 36. CMETS.II. 2 Cr. Laboratory experience in various crafts which can be done at home or at camps with simple equipment. Principles of design and color in their application to crafts will be studied. Two double laboratory periods per week. (Offered 1955-56.) PRINCIPLES OF FOOD PREPARATION AND MANAGEMENT. Prereq. 7 or af h u u c t o r . I, 11. pe&n 6 Cr. Laboratory experience in menu planning, merl service. food purchasing, m d food preparation. Three double laboratory periods a week. 39, 40. MAMUAGEAND FAMILYM LA TI ON SHIPS. II. 3 Cr. A c o r n applying principlw of cultural living to everyday problem of home life. Discussions of penond f d y relationships, prepantion for muriap, the Christian home and its iduence in the community, and related mbjecta. Regular lecturer, talks by guest speakers, illustrated lectures, and t o m . 42. CHILD DEVELOPMENT. IL 2 Cr. A study of the core and trahing of the pug c&ild = ,to to physical, mental, and social development. One lecture period plus one double laboratory period per week. 44. Upper Division Cmrses 57. TEXTILES. I. s Cr. Study of textile fibers, fabrics, and hishes with special emphub on selection, me, and care d common household and clothing textiles. Two dcmble laboratory hours a week. 64. HISTORY AND APPRECIATION OF ART. 11. 2 Cr. A study of the historical development of architecture, decoration, costume, furnitcue, painting, and sculpture. Two regdar hours scheduled and field trips arranged. (Offered 1954-55.) n. 66. HOME PLANNINGAND FURNISHING. 3 GThir conme included a consideration of housing, an anal* of &or pluls, r study of the design of exteriors and interiors, and problems in ulecting, arrmgiug, and conserving home furnishings. Home Economics 3 and 33 prereqaisite for Home Economics Education majors. Three double lalbomtory periods per week 68. F ~ I L HEALTH. T I. r Cr. Basic f a c a and practical application of home care of the sick Problems relating to environmental disease, prevention of illness and safety measures, as well as to individual health problems within the family group. 71. HOME MANAGEMENT PROBLEMS. I. 2 Cr. Consideration of problems relating to planning, directing, guiding, and oo&ating the resources of the home for happy, satisfying family W g . One lecture period and one double laboratory period per week. HOMEMANAGEMENT LABORATORY. I. 2 Cr. ~ c ' t u a lexperience in the regular activities of homemaking such as meal preparation and service, entertaining, care of the house and equipment. Also experience in various aspects of management met in home living such as management of money, time, energy, and equipment. Six weeks residence in a home management house with one conference hour per week. Food costs to be determined by the group. (Offered 1955-56.) 72. CONSUMER EDUCATION AND INCOME~ ~ N A G E M E N It.T . t CT. The wise choice of .consumer goods and services available on the market and the necessity of a careful plan for spending are topics which will be considered for the purpose of helping the student receive greater satisfaction from the use of money income. 73. 76. ADVANCEDC L O ~ I N CONSTRUCTION. G Prereq. 2. U z Cr. This course provides laboratory experience in making garments in wool. More advanced problems in fitting and construction are used than those in the c l m in Clothing Construction. Some experience in planning and c o n s t ~ c t i n g garments for children is also given. Two three-hour laboratory periods per week. Prereq. 3 2 credits in home economics 91. TEACHINGOF HOMEECONOMICS. and Education 5 2. Sr. I. z Cr. Division of Natural Sciences and Mathematics l e n rhc p w of che division of Nattml Scienfc ta pmvidc trriPing in metho& uld technique; ta interpret N a d Scienu in the light of the Word of Gud; to acqruinr the student with the of Narurd Sdcnce i n a modem, changing world; w e m p k a wund mind and r r m n g body; to vain for vocations in various fields o f N a r d Science; and to q u i p tbe student with a scientific background which wiIl enrich his life ind the lives of his feuow men. &&c Department of Biology The aim of thir Department is to give the student z broader scientific background through the study of Biology, to further the use of leisure time, and to prepare for vocations or graduate study. Major, 24 credits; minor, 1 6 credits. Courses 1-2, 3N, 4, 7N no not count toward the major or minor. WORLDAND MAN.Fr. I, 11. O Cr. I-zt. THE NATURAL The development of scientific foundations in the physical and biological sciper week consistkg or :xtures, lecture demonstrations, and ences. Four discussions. gN. HUMAN ANATOMYAND PHYSIOLOGY. Fr. I. 4 Cr. A professional course in human anacorn, 1 - J ohyslology with special em&ash on structure. Two lectures and two d o ~ b l elaboratory periods per week. Designed particularly for student nurses. HUMAN ANATOMYAND PHYSIOLOGY. Fr. 11. 4 Cr. A professional course in human anatomy and physiology with emphasis on both structure and function. Two lectures and two double laboratory periods per week. Students who have credit for Biol. 3N will not receive credit for Biol. 4. 4. 7N. GENERALBACTERIOLOGY. I. 3 Cr. A course in general bacteriology for nurses. Two lectures and two double laboratory periods per week. 3 - ~ 4GENERAL .t ZOOLOGY.Fr. I, 11. ' 8 Cr. A survey of the animal kingdom with emphasis on the habitat, morphology, physiology, adaptation, and reproduction of type animals. Biological principles are emphasized. Two lectures m d two double laboratoq periods per week. I $ ~ o n t ; ~ & $ &course. To receive credit for this course, a student must complete b t h sem+ters. GXNW BOTANY.So., Jr. I, II. 8 ~r. y of the morphology and physiology of higher plants, f W by a -. of the plant kingdom. Emphadia is llro placed on ;bacmieal principles. Flowering plenta arc identified in the spring. Three lectures and one double laboratory period per week 25, 26. Thk m a d 51. Upper Division Courses GENETICS.Prereq. 13-14,or 25, 26. So., Jr. I. 4 Cr. A study of the laws involved in heredity and variation. Special emphasis is placed on the practical application of the genetical laws. Four lectures per week. (Offered 1955-56.) 4 Cr. ECOLOGY. Prereq. 13-14or 25, 26. So., Jr. II. A survey of local ecological communities, and a study of the general principles of biological amciation and succession. Two iectura and one laboratory period or field trip per week. (Offered 1955-56.) 52. 5 3. GENERALENTOMOLOGY. Prereq. 13-14.Sr. I. 3 G. A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per week. (Offered 1954-55.) 54. GENERAL BACTERIOLOGY.Prereq. Chem. 5-6. II. 4 Cr. A review of the general &ld of bacteriolom, including the cause, control, and prevention of important diiasu. Training in modern labontory techniques. Two lectures and two double Izboratory periods per week. 3 Cr. TAXONOMY OF FLOWERING PLANTS.Prereq. 25, 26. Sr. 11. Taxonomy of flowering plants. Special emphasis is placed on systematic principles, systems of classi6cation, rules of nomenclature, etc. Two lectures and one double laboratory period per week. (Offered 1954-55.) 55. 60. BIOLOGICAL TECHNIQUES. Sr. U. 1-2 Cr. Pnctical work in mounting of microscopic slides, photography, and doing projecu useful to teachers. (Oflered 1954-55.) 80. TEACH~NG OF NATURAL SCIENCES.Sr. I. 1% Cr. The course consisa of methods of teaching natural sciences in secondary schools. Department of Physical Sciences The counes offered provide fundamental background in the basic principles of chemical and physical phenomena. The primary objective u promotion of acient%c proach. thinking and sciendfic ap- Thorough study in these courses will prepare the student for teaching the natural sciences in secondary dooh. The courses in Chemistry will prepare h i for further study in such specialized fields as Medicine, Ruearch, Engineering, Nursing, Pharmacy, and other related fields. The course in Physics will prepare him for study in Exigineering and Applied Mathematics. Major, 24 credits; minor, 16 credits. Courses 1-2, jN, 4 do not count toward the major or minor. THENATURALWORLDAND MAN. Fr. I, II. For course description see Department of Biology. r-zt. 8 Cr. 3N. CHEMISTRY FOR NURSES.I. 3 Cr. A lecture and laboratory course covering subjects related to nursing in the fields of inorganic and organic chemistry and biochemistry. Two lectures and one double laboratory period per week. PRINCIPLESOF CHEMISTRY.Fr. II. 4 Cr. A lecture demonstration course designed to provide a general knowledge of the laws and phenomena of chemistry as meets the needs and interests of nonscience majors. Students who complete Chem. 5-6 may not receive credit for Chem. 4. 4. AND QUALITATIVECHEMISTRY.Fr., So. I, 11. 8 cr. 5-6.f INORGANIC A study of laws and theories of chemistry and of non-metals and metals and their compounds. Systematic qualitative analysis of cations. Three lectures and four hours of laboratory per week. Upper Division Courses Prereq. 5-6. So., Jr., Sr. I. 4 Cr. 5 I. ANALYTIC~U.CHEMISTRY. Systematic semimicro qualitative analysis of cations and anions. Short induction in general methods of quantitative analysis, volumetric and gmvimetric. Two lectures and six hours of laboratory per week. QUANTITATIVE ANALYSIS.Prereq. 5I. So., Jr., Sr. II. 5 Cr. General principles, methods and procedure of quantitative analysis, volumetric and gravimetric. One lecture, eight hours labratory per week. 5 2. ORGANICCHEMISTRY. Prereq. 5-6. Jr., Sr. I, II. 8-10 Cr. A discussion of the important c l w u of aliphatic and aromatic compoands. Laboratory work in preparation and study of typical organic substances. Three lectures, four or six hours of laboratory per week. (Ofiered 1951-56.) 53-54.t $6ntinnation course. To receive credit for this course, a student mupt complete both semesters. PHYSICALCHEMISTRY.Prereq. Math. 2, Chem. 5 1 and 52, and Physics 5 and 6. Sr. II. 5 Cr. An introductory course coveting the gzr laws, solutions, chemical equilibrium, rates of reactions, and colloids. Three lectutes and one double laboratory period per week. (Offered 1954-55.) 55. PHYSICS Minor, 16 credits. Courses 1-2 and 3 do not count toward the minor. THENATURAL WORLDAND MAN. Fr. I, 11. 8 Cr. For corn description see Department of Biology. 1-2$. PRINCIPLESOF PHYSICS.Prereq. H. S. Algebra and Plane Geometry. Fr. I. 4 Cr. A lecture demonstration course which includes mechanics, heat, sound, light and electricity. Emphasis is placed on the application of physics in the home. 3. or concurrent registration in Math. I. 4 Cr. A general elementary course in mechanics, sound, and heat. Three lectures, one quiz, and one two-hour laboratory period per week. 5. GENERALPHYSICS.Prereq. Math. I 6. GENERALPHYSICS.Prereq. 5. So. 11. 4 Cr. This course is a continuation of Gen. Phys. 5 and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory period per week. Upper Division Courses MODERNPHYSICS.Prereq. 6. Jr. I. A study of modem topics in the field of physics including atomic nuclear transformations, radiation phenomena, biophysical applications of and other topics. Philosophical implications of mcdern physical science considered. 5 I. 4 Cr. theory, physics will be ELECTRICITY AND MAGNETISM. Prereq. Phys. 6 and Math. 5 1 or concurrent registration in Math. 51. Jr., Sr. 11. 4 Cr. An advanced course with emphasis on fundamental laws, electric and magnetic field phenomena, high and low frequency circuits, and electrical instruments. Two lectures and two two-horn laboratory periods per week. 52. 80. TEACHING OF NATURAL SCIENCES. Sr. I. 1% Cr. Combined Science Major for Teacbiug Requirement: 40 credits in Natural Science, including Chemistry 5-6 with either 5 1 and 52 or 53-54;Biology 13-14and 25, 26; Physics 5 and 6. TContinuation course. To receive credit for this course, a student must complete both semesters. Dqxrtment of Mathematics The Department of Mathematics aims to give students a working knowledge of mathematics s d c i e n t for solving the simpler problems of life, also to d o r d students in special fields the mathematical foundation needed for a fuller understanding of their subjects, and to open to those who major in the subject a wider horizon with experience that will make them escient workers in their chosen fields and also give them confidence to pursue further study. Major, 26 credits; minor, r o credits. Courses A, B, 5 and 6 do not count toward the major or minor in mathematics, but A and B must be completed as prerequisites to other courses. SECONDCOURSEALGEBRA. Prereq. H. S. Algebra. Fr. I. 3' Cr. Fundamentals of algebra continued and proper foundation laid for more advanced work in mathematics. Four hours per week. A. B. SOLIDGEOMETRY. Prereq. Plane Geometry. Fr. !J. 3 Cr. Geometry applied to solids and planes. Area and volume formulas developed. Spherical triangles and polygons introduced. Four hours per week. INTRODUCTION TO MATHEMATICAL ANALYSIS.Prereq. Math. A. Fr., So. I, II. 10 Cr. This is an integrated course inoluding college algebra, trigonometry and plane analytical geometry. I , 2. ENGINEERING DRAWING. Prereq. B. I. 3 Cr. Elements of drafting with an introduction to the use of graphs and formulas. Eight hours a week. 5. ENGINEERINGDRAWING AND D E S C R I PGEOMETRY. ~ Prereq. 5. II. 3 Cr. Methods of representation. Graphical and algebraic solutions. Eight hours a week. 6. Upper Division Courses 5 I , 5 Z. ELEMENTARY CALCULUS AND DIFFERENTIAL EQUATIONS. SO., Jr. I, 11. I0 0. Fundamental concepts are introduced. Formulas for Merentiation and integration, and solutions for various types of ordinary dzerential equations are developed and applications made. SOLD ANALYTICALGEOMETRY. Prereq. z. Sr. I 3 Cr. Lines and planes in space are studied and their equations developed. Quadratic surfaces and ' d o r m a t i o n are given their proper emphasb. 53. 54. THEORYOF EQUATIONS. Prereq. Math. 51. Sr. 11. 3 Cr. This course includw the study of & numben, determinants ?ad o h e r topics that aid in the solution of equations of higher degree. 84. TEACHINGOF MATHEMATICS.Sr. I. Cr. I Department of Health and Physical Education The aim of the Department of Health and Physical Education is to promote a weli-rounded physic21 education program. health and physical fitness &ugh to develop character md good s p o r a d p throrrgh the intnmunl and inrercollegiate sports program, to further the worthy use of leisure cime, and to provide an effecrive training program for praspctivt reachers of h d t b and physical education. All students are required to take a physical examination by the college physician as a part of the registration procedure before participating in any phlse of the physical education program. A course in Personal and Community Health is required of all freshmen and new upper class students who have not had an equivalent course in college. One year of physical activities, courses 3 and 4, is required of all students. Major and Minor Requirements: Major for men, 33 credits, including courses 2, 3, 4, 5, 6, 8, 11, 12, 27, 5 0 , 5 1 9 52, 53, 54, 55, 56, 84. Major for women, 3 0 credits, including courses z, 3, 4, 5, 6, 8, 13, 14, 16, 17, 27, 50, 52, 53, 54, 84. Minor, formen: 21 2, credits, including courses z, 3, 4, 5, 6, 8, 11, 12, 5 I, 53, and 54 j,4, 5, 6, 8, 13, 14, 16, 17, 53, and 54borwomen. Biology 4; Psychology 5, 6; and Education 51, 52, 53, 54, 5 5, $8, 94, and 96 Bhould be included for a teaching major in phyuical education. PERSONALAND COMMUNITY ~ T H Fr.. Offered both semesters. 2 Cr. A study of modem concepts and practices ob health and healthful living applied to the individual and the community. 2. 3, 4. PHYSICAL ACTIVITIES.(Men). Fr., So. I, 11. I Cr. 3, 4. PHYSICAL ACTIVITIES. (Women). Fr. I, 11. I Cr. INTRODUCTION TO HEALTH EDUCATION,PHYSICALEDUCATION,AND RECREATION. Fr. I. 2 Cr. A brief preview of the three present day interrelated fieldc of health education, physical education, and recreation as they function in the public school 5. mema -~ONAL ACTIVITIES.Fr. n. I cr. Theory and practice in teaching recreational activities, social recreation, quiet gamer, l o r organized games, noon hour activities, camp nights, relays, and m&ed games. 6. FIRSTAID. Fr., So. 11. American Red Cross First Aid Course. (Offered 1955-56.) 8. I Cr. TEAM SPORTSAND L.EAD-UP G-. (Men). So. I. 2 Cr. A study of technique, rules, and teaching of lead-up games for soccer, speedball, and volleyball. Team Games: Touch football, softball, speedball, soccer, and volleyball. I I. 12. INDIVIDUAL AND DUALSPORTS.(Men). So. I I. 2 Cr. Theory and practice in teac,hhg badminton, shdeboard, handball, aerial darts, table tennis, horseshoes, paddle tennis, archery, and golf. 4 Cr. 13, 14. TEAM SPORTSFOR WOMEN.SO. I, 11. Theory and practice in the coaching and oiciating of field hockey, soccer, basketball, volleyball, and softball. (Offered 195 5-5 6.) 16. INDIVIDUAL AND DUAL SPORTS.(Women). So. II. 2 Cr. Theory and practice in teaching skating, skiing, badminton, table tennis, shuffleboard, archery, tennis, and golf. (Offered 1954-5 5.) 17. SELF-TESTING ACTIVITIES.(Women). So. I. I Cr. Theory and technique of teaching stunts and tumbling. (Offered 1954-55.) 27. KINESIOLOGY. Prereq. Biology 4. So. I. 2 Cr. This is a study of body movements and the mechanics in the effecting of efficient movements. OFFICIATING. (Men). So. I. r Cr. Instruction and application of technique and rules of osciating in football, basketball, baseball, and track. (Offered 195 5-56.) 29. Ufifier Division Courses PHYSICAL EXAMINATIONS AND ADAPTED PHYSICAL EDUCATION. Prereq. Biol. 4, and P.E. 27. Jr. 11. 2 Cr. Procedures and interpretation of physical examinations. Analyak of functional and organic abnormalities and suggested adapted activities for atypical c-. (Offered 1954-55.) 50. SELF-TESTINGACTIVTITES. (Men). Jr. I. 2 Cr. Theory and practice in teaching individual and dual stunts, apparatus, bumbling, boxing, and wrestling. 5 I. FUNDAMENTALMOYEMLNTS. Jr. II. I 0. Folk games and gymnastic rhythms. Separate sections for men and women. (Offered 1955-56.) 52. PRINCIPLESAND CURRICULUM OF HEALTH AND PHYSICALEDUCATION. Prereq. 5. Jr., Sr. I. 3 Cr. Aims, scope, and objectives of health and physical education. An analysis and evaluation of the elementary and secondary achool heakh and physical education curriculum. 53. AND ADMINISTRATION OF HEALTH AND PHYSICAL 54. ORGANIZATION EDUCATION. Sr. IL 3 Cr. Problems of organization, administration, and supervision of health and physical education. 2 Cr. COACHING OF SPORTS: FOOTBALL AND BASKETBALL.S t I . Theory a d techniques of aching. Seniors only, or approval of in4tructor. 55. 56. COACHING OF SPORTS:BASEBALLAND TRACK.Sr. II. 2 a. Theory and technique of coaching. Seniors only, or approral of instructor. Sr. II. I Cr. 84. TESTSAND ~ ~ A S U R E M E N T SIN PHYSICALEDUCATION. A survey and evaluation of tests in physical education. (Offered 1954-5 5.) r Cr. 85. COMMUNITYCREATION. Jr., Sr. 11. PraLlems of community recreation including programs and program planning, a awey of activities, and the organization and adminkmation of recreational work. (Offered 1954-55.) 94. TEACHING OF HEALTH A N D PHYSICAL E D U C ~ ~ OSr. N . I. Mcchods and materials in health and physical education. 2 Cr. Augsburg Theological Seminary Augrburg Theological Seminary is the taining school for the paston and missionaries of the Lutheran Free Church. It offers a regular three-year course of preparation for the Christian ministry, including both theoretical and practical training. In harmony with the Principles of the Lutheran Free Church it aims to stress particularly the training of p+on and spiritual leaden dedicated to the ideal of building Lutheran congregations where the Gifts ef Grace are freely cultivated and nurtured under the authority of the Word a d the guidance of the Holy Spirit. GENERAL REQUIREMENTS Admiseion The normal prerequisite for admission to the Seminary is the Bachelor's degree from a liberal arts college. The college coune must hare included the following prerequisite subjects: Greek German, or Latin, or Norwegian Philosophy z I years year In the case of mature students of outrtanding ability and experience, an occasional exception from these requirements may be made by special action of the Committee on Admissions. In order that students may derive the greatest possible advantage from their dxological studies, it is recommended that their college course of study, besides fulfilling requirements as to a major and a minor, in addition to the subjects indicated above, include as many as possible of the following: English Speech Psychology History Natural Science Sociology, or Economics, or Political Science, or Education Typewriting 2 I I 2 I I I years year year years year year year All candi&tes for a W m n to the Seminary must have achieved a good academic rewrd in their preparatory studies in college. Applications for Admission Applications for admission to the S e m k q should be addressed to the Secretary of the Theological Faculty, and should include the following: I. A fonnal letter of application for admission as a s d m t in the Seminary, including a personal statement by the candidate concerning his background, including baptism, confirmation, spiritual experience, doctrinal convictions, and church membership. 2. A transcript of the candidate's record in college. 3. Two letters of recommendation from pastors. Normally one of these should be from the pastor of the candidate's local church. 4. A catificate of good health. These documents must be in the hands of the Secretary of the Seminary Faaulty before July &st. The Committee on Admissions consists of the Faculty and the Seminary Committee of the Board of Trustees. The &st year of study is always considered a probationary year. Transfer of Credits and Advanced Standing Students are admitted to the Seminary with the understanding that their studies are to be pursued under the direction of the Theological Faculty. Any arrangement to take a part of the theological course at another seminary must have the prior approval of the Theological Faculty at Augsburg. Adrrnced standing is granted in certain instances, when a student applying for admission presenu a transcript of credits indicating work done in orher theological seminaries of recognized standing. Conditions and Incompletes A condition or an incomplete received at the end of the semester must be removed within the &st five weeks af classes of the following semester of attendance. If incompletes and conditions are not removed within the time allowed, the condition automatically becomes a failure and the incomplete may be changed to a passing grade only when the average of previous work is su6ciently high. Expenses Seminuy studmta pay no tuition. They do, however, pay the regular student activity fee, health fee and a general Seminary fee of ten dollars per axnester. S a c n h q students living in the domitory receive a special grant to m r the eort of room rent. The cost of board is the same u for the College d e n t s . See page 2 5 . Graduation and Degrees The Seminary course consists of a h e - y n r cycle of lectans and study plw six months of practical service in the cxmgng~tions. Students who campIete all the requirements of the regular c o m e are graduated with the degree of Bachelor of Theology. These requirements may be summarized as follows: I. A minimum of 102 semester credits, including a seminar course in each of the following four major fields: Old Testament, New Testament, Church History, and Systematic Theology. 2. Courses in the Biblical languages, Hebrew and Greek, as regularly dered. 3. The attainment of an honor-point ratio of at least 1.5 (C+ average) throughout the rhree years of Seminary work. 4. Six months of practical Christian service under the direction of the Facultv Committee on Service. See below. 5 . The preparation of a scholarly thesis, approximately 8,000 words in length, on an approved theological subject. The subject must be submitted for faculty approval before April 1 5 of the Middler year and the thesis must be completed by January 10 of the Senior year. 6. A comprehensive examiaation, written and oral, in Old Testament, New Testament, Church History, and Systematic Theology taken during the third week of March. Written and oral examination sermons. Students who complete the required number of credits for graduation with an honor point ratio of 1.0 ( C average) and the six months of practical service, but who have not met all the normal academic prerequisites for admission, or who have not attained an honor point ratio of 1.5 in their studies, are graduated with the degree of Graduate in Theology. Seminary Internship In addition to the three years of theological study in the Seminary each student is required to spend six months in practical Christian service, as appointed and supervised by the Committee on Service. This work is done during the summer vacations between the beginning and conclusion of the Seminary coune. A limited amount 06 assigned collateral reading is required during the in-service per;ad. The Seminary students are also encouraged to engage in a limited amount of practical church work during rhe school year either in the Twin Cities or ia nearby commnnities. This should be done in consultation with the Committee on Service. COURSES OF STUDY* Theological Orientation Courses J& Yen THE BACKGROUNDAND S m c - r m m OF rn BIBLE A reading course giving the student a preliminary orientation i n the Book which is the chief I. source in theological study. Geography of Bible lands. General outline of Biblical *With ohe exception of the Theological Orientation Gunes, offered m u a l l y for Juniors, the Seminary courses are rotated in a three-year cycle. History and contemporaneous secular history. Brief m e y of the historical z Cr. origin of the Biblical writings. 4. THEOL~GICAL PROPAEDEUTIC. A survey of the main divisions of Christian Theology; their subdivisions; their relation to the entire field of Thcology and to the whole realm of human knowledge. I Cr. 5. INTRODUCTION TO DOGMATICS. A preliminary study of the Ecumenical Creeds, the Augsburg Codeasion, Luther's Large Catechism, and the Life of Luther. I Cr. Old Testament & STENSVMG FOR BEGINNERS. The &st year is devoted to a study of the 9-10. HEBREW essentials of Hebrew grammar, using Creager and Alleman's text, and the reading of selected passages from Deuteronomy. (Oflered 1954-15.) 6 Cr. 11. THE PENTATEUCH.The course includes a general introduction to the books and a careful exegetical study of selected passages. (Offered 195556.) 3 Cr. 12. THE HISTORICAL BOOKS.A survey of the history of Israel with emphasis on religious valuea and the rise of prophetism. Selected p a g e s from the bis3 Cr. torical books are studied. (Offered 1955-56.) 13. THE PROPHETISAIAH. A careful study of the Biblical data concerning the political and religious conditions of Israel and Judah, together with a survey of ,the contemporary history of Assyria, Syria, and Egypt. Attention is given to the beauty, sublimity, and spiritual richness of the book. (Offered 195657.) 3 Cr. 14. THE PROPHET JEREMIAH. A study of the political, moral, and religious trends of the time of Jeremiah. Special attention is given to Jeremiah's personal character, his Messianic hope, and to his portrayal of the struggle for spiritual 3 Cr. freedom. (Offered 1916-57.) I 5. THE BOOK OF JOB. A course which aims to make clear the teaching of the Wisdom Literature of the Old Testament in regard to fundamental probz Cr. lems of life. (Offered 1954-55.) 16. PSALMS.The course includes an historical survey, a general introduction to the larger groups, and a careful exegetical study of a number of Psalms. Reading assignments give special attention to the religious developments af the 3 Cr. post-Exilic period. (Offered 1914-55.) 17-18. HEBREW EXEGESIS. Review of the grammar followed by an exegetical study of Amos and the cursory reading of selected passages from other books in the Old Testament. (Offered 1955-56.) 4 Cr. A study of archaeological discov19. SEMINARIN BIBLICALARCHAEOLOGY. eries and their signi6cance in relation to the Bible. The course consists of a number of introductory lectures followed by student presentations of assigned I Cr. topics and class discussion. (Oflered 1954-51.) New Testament 20-21. NEW TESTAMENT GREEK.TWOyears of Greek is a requirement for admission to the Seminary; in exceptional cases a remedial course may be taken without credit in the Seminary, with no reduction of normal load. INTRODUCTION TO THE NEW TESTAMENT. A survey of the contents of the New Testament, together with the authorship, date, and purpose of the various books. The process by which these books became a New Testament Canon will be considered and also the transmission of the text in Greek manuscripts and early versions. (Offered 1956-57.) 3 Cr. 22. 23. THE GOSPELOF MARK. Readings from the Gospel of Mark in Greek, with selections from Luke, considered in the historical frame of Jesus' ministry. Each student will be expected to master a knowledge of the historical outline 3 Cr. of Jesus' ministry. (Wered I 9 5 6-57.) 24. THE GOSPELOF MATTHEW.Translation from the Greek text with commentary of the more important discourse passages of this Gospel. Special emphasis on the study of the Jewish background of the times and of this Gospel's appeal to the Jews. (Offered 1955-56.) 3 Cr. 25. THE GOSPEL OF JOHN. The purpose and special characteristics of the Fourth Gospel, its authenticity and peculiar value. The latter part of the semester is devoted to the study of the account of Christ's passion, based on the r Cr. English text with the aid of a Gospel harmony. (Offered 1954-55.) 26. 1-12. THEJEWISH SECTIONOF THE APOSTOLICCHURCH.Rapid survey of Acts This will be followed by a study of the Epistle to the Hebrews and the Epistle of James as literature written especially for Jewish Christians. (Ogered 1954-55.) 3 Cr. 27. L P - ~AND EPISTLESOF PAUL. A rapid study of the life of Paul as given in Acts, the historical occasion of his epistles, and the study of selected portions in English. (Offered 1955-56.) 3 Cr. INTERPRETATION OF ROMANS.Reading of the doctrinal portion in Greek with use of commentaries; the essence of the Gospel as set forth by Paul. The 28. problem of Israel's rejection of Christ (chs. 9-11), and the section on the ,Christian life (chs. 12-16) will be studied as time permits. ( m e r e d 195451.1 2 Cr. OF EPHESIANS.In the study of Ephesians special em29. INTERPRETATION phasis is laid upon the place of the universal Christian Church as the Body of Christ and the spiritual goal of history. (Offered 1956-57.) 2 Cr. OF THE REVELATION OF JOHN. The course aims at a 30. INTERPRETATION mastery of the contents of the book and its interpretation in the light of Holy Scriptures in general. Special study of the forms of apocalyptic literature. (Offered 1955-56.) Church History MR. SONNACK 40-41. 'lh. EARLYCHURCH. The History of the Christian Church frem the Apostolic Age to the time of Gregory the Great (590). The orgmization, doctrine, government, and worship of the Early Church; the downfall of heathcnism in the Roman Empire, and the rise of the Papacy. The course begins with a brief survey of the Book of Acts. (Offered 19j5-56.) 4 Cr.. 42. THE CHURCHOF THE MIDDLEAGES. A general survey of the developof Christianity in Western Europe from 590 to the period of the Protestant Reformation. T h e course includes the study of the development and decay of Papacy, monastic orders, scholasticism, and of movements toward re3 Cr. form. (Offered 1956-57.) ment 43. THE REFORMATION.A study of the causes which led up to the Protestant Reformation; the Reformation itself and its results, including the Roman 3 Cr.. Catholic Counter-Reformation. (Offered I 9 j 6-57.) 44. THE CHURCHA F ~ E R TIIE REFORMATION.733 course covers the period from the Reformation and up to the present time, aich special emphasis on 2 Cr, the history of the Lutheran Church. (Offered 1914-51.) CHURCHHISTORY. Early colonization; planting of churches; 45. &=CAN church government, religious life and worship; separation of church and state; revivals; denominationalism. The history of the Lutheran Church in America 2 Cris studied with special care. ( m e r e d 1954-1 5 . ) OF CHRISTIANDOCTRINE. A study of the development 46. THE HISTORY of Christian doctrine and its crystallization into creeds and confessions, including the Patristic, Scholastic, and Reformation periods. (Offered 1 9 5 ~ - ~ 6 2. ) Cr. 47. THE LUTHERANCHURCHIN THE WORLDTODAY.A study of the constitution and work of the Lutheran Churches in the various countries of the world. Special attention to the work of the Lutheran World Federation. (Ofiered 1956-57.) I Cr- Systematic Theology fi.&ON . intended to introduce the student to the field 50. I ~ r a o ~ u c n oA~course of Christian truth in its systematic form. The course includes an outline of 2 Cr. the entire field. (Offered 1954-55.) 11. THEOLOGY ~LNDANTHROPOLOGY.A study in the systematic exposition of the teachings of the Bible concerning God and man. Papers on special 3 Cr. topics. (Offered 1954-55.) 52-53. SOTERIOLOGY.The doctrine concerning the restoration and maintenance of the true oommunion between God and man. The Person of Christ is work; the Holy Spirit; the meaning and method of salvation in relaand H tion to the individual and to society; rhe nature and function of the Church. 4 Cr. (Offered 1955-56.) 54-15. CHESSTIANETHICS. A study of the religious and ethical implicatiolls .of the Christian experience. Special attention is given to the development and application of Christian ethics with reference to the individual, organized in:stitutions, and society as a whole. (Offered 1956-57.) 4 Cr. 56. SYAQWLICS. A careful study of the Book of Concord, containing the creeds subacribcd to by the Lutheran Church. The genesis of each creed, its .doctrinal significance, and its place in the present life of the Church. (Ofdered 1954-55.) z Cr. 57. COMPARATIVE SYMBOLICS AND RELIGIOUSCULTS. A comparative study of the creeds of the great divisions of the Christian Church, and of the teach4ngs of various modern religious sects and cults. (Offered 1956-57.) z Cr. Practical Theology All members of the Theological Faculty give instruction in thin field. A. Pastoral Theology 60. PRINCIPLESOP PASTORAL THEOLOGY.This course, which is based on the Pastoral Epistles, comprises the historical and theoretical study of the foundat Cr. tions of the pastoral o6ce and the New Testament ministry. SOUL-CARE AND THE SPIRITUAL LFE. A study of Christian experience 61. and its varied expressions, and of the basic principles of soul-care. Collateral reading from the great classics of the spiritual life. (Offered 195 5-56.) z Cr. 62. INTRODUCTION TO PASTORAL COUNSELING.Rev. Fredric M. Norstad. This course deals with the dynamics underlying human behavior in both normal and deviated forms. It seeks to acquaint the student with the qpes of emotional and mental distu~banceswith which he will be most frequently confronted in his pastoral ministry. The course attempts to help the student to recognize the deviations and distinguish between those thiigs which are properly handled by a pastor and those which the pastor must refer ,to other competent help. I Cr. 6 3 . EVANGELISTICS. A course dealing with foreign, home, and inner missions, 2 Cr. .and various types of evangelism. (Offered 195 5-5 6.) 65. PRINCIPLESAND P R A ~ COF E PREACHING.Technical and psychological ,elements of preaching. Emphuis upon sermons. Juniors. z Cr. The application of the principles of preaching to the out66. HOMILETICS. and presentation of brief sennons. Emphasis upon thorough preparation and constant practice in delivery. Middlea. z Cr. 'lining 67. SERMONS. A course in the preparation and delivery of sermons. Both the structural and spiritual elements are emphasized. Sermons by great preachers are studied. Senion. 2 Cr. C. Polity, Worship, and Parish work 70. CHURCHPOLITY. A course dealing with the Biblical theory of the congregation; oficers, organization, and government in the apostolic times; the growth of the idea of the Church; the idea of a free church. I and II Corinthians are studied as the best source. (Offered 1954-55.) z Cr. 71. CHURCH ~DMINISTRA~ON. A study of the variow aspects of -regational organization. Methods of increasing ef3iciencp in the performance of the pastor's duties. Effective o6ce procedures. The practice and teaching of Ghristian stewardship. (Offered 1954-55.) I Cr. 72. PASTORALPROBLEMS. A series of lectures and discussions dealing with practiul problems in the pastor's work in the parish and the local community. The approach to the unchurched. Congregational evangelism. Making the occasional services effective. Problems of pastoral ethics. ( m e r e d 1956-57.)I Cr. 73. LITURGICS.The principles and forms of public worship. A study of liturgy as a means of expressing and moulding religious life with emphasis on its relation to varying conceptions of the Church. ( m e r e d 1956-57.) I Cr. An historical s w e y of the best selections of hymns from 74. HYMNOLOGY. the early Christian Church and the Church in Germany, Scandinavia, England, and America. Special attention is given to Lutheran hymnody. (Offered 195455.) I Cr. D. Christim Education and Sociology 76. METHODS OF PARISH EDUCATION. Studies in the application of basic principles and methods of education to the subject matter used in catechetical instruction, Sunday schools, Parochial schools, and Bible classes. Emphasis upon an educational program which includes the whole parish. (Offered 195657.) z Cr. 78. THE CHURCHAND HUMANS o c ~ ~ nA. study of the relation between the Christian Church and present-day civilization and culture, and of the organized movements in contemporary society with which the Church must deal. Emphasis upon the social duties of Christians and upon the world-wide task z Cr. of the Church. The Ecumenical Movement. 79. CHRISAND SOCLU WOE This course is designed to give the candidate for the ministry contact with the field of social work, and to enable him to appreciate its close relation to the work of the Church. Lectures, re2 Cr. ports, and institutional visits. Student Register THEOLOGICAL STUDENTS-1 953-1954 Third Year Berkland, Theodore A. Christopherson, James E. . .Minneapolis Valley City, N. D. . . . . . ..Minneapolis .. ... . . . . . . . Erickson, Stanley R. .............. Gudim, Milo D. . . . . .McVille, N. D. . . . . . .Minneapolis Halverson, Philip J. . . . . . . . . . Kallevig, Lloyd C. . . . . . . . . . . . Soli, John C. . . . . . . . . . . . . . . . . . . . . . . . . . . .Willmar . . . . . . .Minneapolis Storley, Calvin . . . . Vaagenes, Morris G. . . . . . .Roslyn, S. D. . . . . . . Minneapolis ............ .. Second Year . . . . . . . . . . . . . . . . . . . . .. . . . . Minneapolis . . . . . . . . . . . ..Aitkin . . . . . .Minneapolis Anenson, LeRoy H. . . Dahle, Norman A. . . . . Halverson, William H. Johnson, Morris M. . . Oman, Lyman F. .Racine, Wis. ....... ... ... . . . . Rokke, David H. ... Swanson, Edward E. . . Amery, Wis. Minneapolis . . . . .Minneapolis Thorpe, Gordon D. . . Underbakke, Leland B. Aniwa, Wis. . . . . . . . .Minneapolis First Year Edinburg, N. D. Berntson, Rudolph E. . Carlsen, Glenn T. . . Goodrich, Quentin A. Lyngdal, Lloyd W. Peterson, Gerald J. Minneapolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mmneapolis , , , , , , , , . . . . . . . . . . . . ..Duluth . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis Quanbeck, Quentin G. - . . . . . . . . . . . . . . . . Rimmereid, Arthur V. . . . . Stenberg, Roger W. Unseth, Malcolm W. . . . . . . . . . . . . . Bertha New Rockford, N. D. . . . . . .Portland, Ore. .. Specials Estness, Borghild . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis . . Thompson, Milford A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Seattle, Wash. Vetvick, Leo (2) . . . . . . . . . . . . . . . . . . . . . . . . , , , , , , , . . .Minneapolis . .Minneapolis Vick, Oliver K. (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (2) Registered for second semester only. COLLEGE STUDENTS-1 953-1954 SENIORS Aosen, Hildegarde E. . Allor, Donold J. . . . . . . Andersen, Donald W. . . Anderson, Arthur L. . . . Anderson, Janice A. . . . Anderson, Robert H. (1) . . .Winger Minneapolis . . . .Wayzoto .Minneopolis .Minneapolis . Minneapolis Becker, Louis 0. . . . . . . Berntsen, Ruth A. . . . . Bloke, Shirlee A. . . . . Botko, Willord J. . . . . St. Louis Park . .Minneapolis . .Ottowo, Ill. .Minneapolis Corlson, Erwin L. (1) . . Corlson, Roger E. . . . . Chilstrom, Herbert W. . Cote, Arthur J. Jr. . . . . . .Minneapolis Minneapolis . Litchfield . Minneopolis Dill, Donald J. Dorr, Ardis S. . .Elk River . .Mentor Argusville, N. D. Longseth, Robert V. . Larson, Arlene J. . . . . . . . . . . .Wadena Lorsson, Kenton D. . . . . .Taylors Folls Lusk, George W. . . . . . . . . . .St. Paul Lyngdol, Colette P. . . . ..Minneapolis Marquordt, William G. . . . . . .St. Paul . . . .Worthington Mothiason, Alan E. Mattison, Robert T. (11 . . . .Minneapolis Melby, Naomi E. . . . . . . . . .Lake Lillior. Munson, Paul C. . . . . . . . .Minneapolis Nelson, Gordon A. . . . . .Minneapolis Nelson, Janet A. . . . . . . . ..Ellendale Northfelt, Richard A. . . . . . .Minneapolis Norum, Donald A. . . . . . . . . . . .Hollock Cumberland, Wis. Nyhus, Edward 0. Nystuen, Winifred H. Erickson, Man., Con. Olesen, Esther . . . . . . . . . .Rocine, Wis. Eldol, Phyllis S. . . . . . . . . . Minneapolis Olson, julion R. . . . . . . . ~ i ~ ~ ~ Elness, S. Jerome . . . . . . . Gorfield Erlandson, Wolloce E. (1) . Minneapolis Porkhurst, Milford C. . . . .Mondovi, Wis. Evenson, Leland E. . . . . . . ~ a n s k a Peterson, Clinton J. . . . . . . . . . . . .Jackson Phillips, Merton C. . . . . . . . . . .Excelsior Fisher, W. . . . . . . . . . Porten, Horace A. . . . . . . . .Alvarodo Froilond, David C. . . . . . . Minneapolis pribble, ~~~d C. . . . . . . . . . . ~ , ~ ~ + i ~ Fullerton, Gerald L. . . . Minneapolis Reimer, Donna E. (1) . . . . . . . . . ..Duluth Gonte, Marshall H. . . . . . .Minneapolis ~ ~ i ~~~l~~~ ~ r K.t ~ . . .~. . .~ ~ , ~ ~ ~ h Geisendorfer, James V. (2). . .Minneapolis ~ ~ b paulette ~ t . .~. whitefish, ~ ~ M, ~ ~ ~ . Gustafson, Violet E.. . . . ..McGregor, N. D. P. . . . . . . . . . . .,st. pOul kolf, ~~~i~ Ingman, Robert C. . . . . . . . . Minneapolis Isaocson, Edsel C. . . . . . . . . . . . . ..St. Poul Rust* Gary R. . . . . . .Harwood. N. D. Sandness, Albert J. . . . . . LoMoure, N. D. Sandquist, Shirley K. . . . . .Cambridge Shiell, James L. . . . . . . . . . . .Hoffman Skogen, Clyde L. . . . . . . . . . . . Isle Skovholt, Ardelle E. . , .Mooreton, N. D. Soiseth, Marilyn H. . . . . . .Williston, N. D. tSolberg, Marilyn Y.. . . . . . . .Ray, N. D. Sonsteng, Ruth E. . . . . . . . . . . . . . .Solol Sorenson, James A. . . . . . . Eleva, Wis. Jensen, Alice K. . . . . . . . . . . . . Rosemount Johnson, Marcellus L.. Newman Grove, Neb. Johnson, Marjorie A. . . . . . .Minneopolis Johnson, Richard J. . . . . . . . Minneapolis Thoreson, Allon R. . . . . . . . . . .Peterson Tjornhom, Barbara L. . . . . . . . . . .St. Paul Trelstad, Jerome C. . . . . .Minneapolis Twiton, Robert E. . . . . Sun Prairie, Wis. Kleven, Lowell H. . . . . Blonchardville, Wis. Knudson, Noel M. . . . . . . . . Minneapolis Knutson, Maryan A. . . . . . . Granite Falls Kyllo, Valborg L. . . . . . . . . . . . . . .Kenyon Warner, Elaine W. (1) . . . . . . . . Duluth Westphol, Joanne C. . . . . . . . .Madeha Hambera, Elaine L.. . . . ..Williston, N. D. ~orkmon, Moryls A. . . . . . . . Cokoto Horrison, Jean . . . . . . . Minneapolis Hellond, Florence L. . . . . . ..Binford, N. D. Hielmeland, Selmer J.. . . ..Williston, N. D. Hoeft, Robert L. . . . . . . . . . . . ..Shofer Huglen, Erling S. B. . . . . . . . .Newfolden Hushogen, Orpha L. . . . . . . . . . .Gonvick (1) Registered for first semester only. (2) Registered for second semester only. t Deceased, September 28, 1953. Vick, Oliver K. (1) . . . Men ............ Women . . . . . . . . . Spring Grove JUNIORS Adorns, Patricia A. . . . . . . . . . . .Westbrook Aho, Arnold D. . . . . . . . . . . . . .Minneapolis Amundson, Robert E. . . . . . . . .Minneapolis Anderson. Curtis M. . . . . . . . . . . . . . .Bruno Anderson, Donna Lou ...... .Argyle, Wis. Anderson, James W. ....... .Minneapolis Anderson, Norman E. ....... .Alexandria .St. Paul Anderson, Theodore W. ........ Benson, John E. ....... .Milwaukee, Wis. Berge, Mavis S. . . . . . . . . . . . . . . Lanesboro Bodin, Wesley J. .Minneapolis Bosmoe, Valborg J.. ...... .Pierpont, S. D. Bouchord, Janet A. . . . . . . . . .Minneupolis Bremseth, Janice M. . . . . . . . .Minneapolis Briggs, Walter C. . . . . . . . . . . .Minneapolis Britton, Paul R. . . . . . . . . . . . . .Minneapolis .......... Collins, Jane B. ............. .Monticello Dahlin, Maxine M. ............. .Cokato Danger, Mary J. ............. Stanchfield Drake, Spencer R. . . - . . . . . . . .Minneapolis Dronen, Richard A. .Minneapolis ........ Egertson, Darrell J. . . . . . . . . .Minneapolis Eide, Delores M. . . . . . . . . . . . .Minneapolis Fogelquist, Roger H. ( 1 ) . . . . . .Minneapolis Fuerstenau, Eugene H.. Cedor Rapids, lowa Gilbertson, Nora M.. .Frontier, Sask., Can. Grinde, Lloyd C.. . . . . . . . .Estherville, Iowa Gronseth, Phillip N. . . . . . . . . .Minneapolis Hagestuen, Richard M. . . . . . . . . . Starbuck .Mlnnwpolh Halling, Beverly J. Halvorson, Helen A. . . . .Golwburg. N. D, Hansen, Ronald M. .Park Ridge, 121. Honson, L. David .......... .long Prairis Hanson, James E. . . . . . . . . . . .Minneapolis Hanson, Phillip J. . . . . . . .Estherville, Iowa Hanson, Wallace L. ............. Waseca Helland, Rachel E.. ...... .Thief River Falls Heng, Rolf 0.. . . . . . . . . . . . . .Minnmpolis Henjum, Raymond G. .......... .Hoffman Holcombe, Thomas E. ....... .Minneapolis Holt, Everett V. ................ .Carver ......... ..... Jenson, John R. ........... .Minneapolis Jerdee, Mary L. ............ .Minneapolis Johnson, James A. .............. Kenyon .Minneapolis Johnson, Merlyn R. (2). ..... Karlstad, Elmer . . . . . . . . . . . . . . . . . . .Salol Krueger, Wallace T. (2). .... .Minneapolis Kvamme, Anden ......... .Voss, Norway Larson, Audrey V. ......... .Robbindale Lanon, Myrtle I. .......... Berwick, N. D. Larson, Richard J. ............Kerkhoven Larson, Robert D. (1). ........ .Moorhead Lelvis, Patricia M. .Chatham, Mich. Ludviksen, Stanley B. .Portland, Ore. Lunow, Arthur . . . . . . . . . . . . .St. Louis Park ....... ..... Maeland, Arnulf ....... .Fairhaven, Mass. Mahre, Richard A. . . . . . . . . . .Minneapolis Mickelberg, Erwin D. ..... .Onalaska, Wis. Moe, Dorothy R. . . . . . . . . . . . . . . .D m n Mulliken, John K. . . . . . . . . . . . . . .St. Paul ..........Minneapolis ..............Madelia ........ .Minneapolis .........Golden Valley Nelson, Lennart D. Nelson, Philip A. Nordstrom, Ethel C. Olson, Damaris R. Olson, Monroe B. .......... .Minneapolis Omdahl, Beverly F. ............. .Faston Pousi, Ruth M. Quanbeck, Paul M. ..........Minneapolis Rodvik, Erling S. (2) ........Minneapolis Roesler, William A. (2) .St. Paul ......... Saari, Corwyn J. . . . . . . . . . . . .Minneapolis Seaver, John E. ............ .Minneapolis Seover, Roma R. . . . . . . . . . . .Capron, Ill. Siegel, Donald W. (1). .Chicago, Ill. Skaar, David W. Rockford, Ill. Skierseth, Donald ........ .Bracket, N. D. Sneitzer, Robert F. ............ .St. Paul Soderberg, LaVonne A. ........ Kandiyohi Steinbrecher, Wayne G. ..... .Minneapolis Stensrud, Richard H. ........ .Minneapolis Strande, Nels A. D.. . . . . . . . . . . . .Brooten Strondlie, Wenona C. ........... Benson ...... ........... Thoreson, Wayne 1.. Twedt, Agnes S. Tweet, Agnes M. ............Peterson ........ .McHenry, N. D. .......Tunbridge, N. D. West, Kenneth W. ....... .Maple Park, Ill. Wolden, Gerhard P. Estherville, Iowa ..... Men ............................ Women (1) Registered for first semester only. (2) Registered for second semester only. ..................Dam1 Total 58 .........................29 ......................... 87 SOPHO Almquist, James A. . . Sond Creek, Wis. Anderson, Deloris A. . . . . . .Ogilvie Anderson, Keith 0. . . .Sacred Heart Anderson, E. William . . . . Ashland, Wis. Arneson, Suzanne M. . . . .Forgo, N. D. Arvidson, Kenneth V. . . . .Rockford, 111. Homme, Gloria (1) . . .Minneapolis Honebrink, Elsa M. . . . . Minneapolis Honstad, Janet M. . . . . . . . . . . . . . . Bagley Hovden, Robert A. . . . . . . . St. James Hoversten, Thomas H. . . . . . ..Alden, Iowa Hunt, Elaine H. . . . . . . Minneapolis Barber, Robert E. . . . . . Boxter, Gerald . . . . . . Berg, Robert M. (1) . . . Berkas, Theodore S. . Berntson, Irving E. .. Beyers, Jomes R. M. . Boroos, J. Shermon . Bullock, Richord W. ( 1 ) Jacobson, Doris M. . . . . . . . . . Racine Jonsen, David G. . . . . . . . . . Minneapolis Johnson, Ervin T. . . . . . . . . . .St. Paul Johnson, Forolyn M. . . . . . . . .Malmo Jorgensen, Beverly M. . . . . . . . . . Delano Jorgensen, Dorothy L. (1) . . . . . . .St. Paul .Saginow, Mich. . . . .Robbinsdale . . . . . . . St. Paul . . . . . . Kenyon . . ..Minneapolis . . . . .Minneapolis . . . . . . . .Dowson . . . . .Minneapolis Carlson, Ann C. . . . . . . Minneapolis . .Clorkfield Christensen, Orlo J. . . Christianson, Mary J. . . . . Knapp, Wis. . . . . . . . Brainerd Conyers, LeRoy H. Currey, Donald E. (2) . . . . . . . .Appleton Dohl, Marilyne J. . Dohl, Sylva M. . . . Dickens, Clora M. . Doerr, Wayne P. (2) . . Glenburn, N. D. . . . . . . . . .Wasem . Harrisburg, S. D. . . . . . Minneapolis Emery, Curtis V. . . . . . . Minneapolis Enstad, Luther W. . . . . .Grand Forks, N. D. Erickson, George H. Tacoma, Wash. Erickson, Leland F. . . . . . . . . . . . . . .Morris Glenwood Ericbon, Rodney 0. J. . Evovold, Charles A. . . . . . . Battle Lake Everhort, Joan M. . . . . . . Bagley Field, Marvin W. . . . . . . . McGregor Fitch, Gory D. . . . . . . . . Robbinsdale Floistod, Dorothy M.. . . . ..Milwaukee, Wis. Fowlds, Carol M. . . . . . . . . . . Glenwood Fox, Mary Ann E. . . . . . . . . . .Minneapolis Gennrich, Gretchen G. . . . .Minneapolis Gilbert, Verner L. . . . . . . . . . . . ..Barnum Gimse, I. Shelby . . . . . . . . . . .Minot, N. D. Giengdohl, Robert A. . . . . . . .Minneapolis Greguson, Miriam E. . . . . . . . .Minneapolis Hogen, Elizabeth G. . . . . . . . .Montevideo Honggi, Glen 0. . . . . .. . . . . . . . ..St. Paul Hanson, Neol E. . . . . . . .Fargo, N. D. Haugen, Jomes S. . . . . . . . .Minneapolis Hoynes, John W. . . . . . . . . . .Minneapolis Helgaas, Margaret A. . . . . .Madison, S. D. Hemingway, Jerome . . . . . . . . Minneapolis Hendricks, Dean M. . . . . . . . . .Minneapolis Herman, Robert M. . . . .. . . . . .Minneapolis (1) Registered for first semester only. (2) Registered for second semester only. Kollmon, Ralph A. . . . . . . .Minneapolis Kirchner, Robert J. . . . . . . .Farmington Kunkel, Lucille M. . . . . . . . . Almena, . Wis. Lorson, Richard Arthur . . . . . .Minneapolis Lecander, Roger V. . . . . .Plum City, Wis. Lee, Russell C. . . . . . . . . . . . . . . . . Fosston Lockwood, Robert R. . . . . . . .Minneapolis Lolond, Ruth L. . . . . . . . . . ..Seattle, Wash. Lower, Corolyn E. . . . . . . . . . . .St. James Lundin, Harvey A. . . . . . . . .Minneapolis Meredith, Patricia J. . . . . . . . . . .Big Lake Midthun, Betty A. . . . . Menomonie, Wis. Moe, Donovan R. . . . . . . . . . . . . . Dawson Moen, Ardell J. . . . . . . . . Hillsboro, N. D. Mortensen, Elizobeth A. . . . . .Minneapolis Moylan, Robert L. . . . . . .Spokane, Wash. Mulen, Shirley A. . . . . . . . .Minneapolis Munson, Christine C. . . . . . . . . . . .Atwater Murins, Valdis . . . . . . . . . . . . .Hopkins Nelson, Morlys E. . . . . . . . . . . Belgrode Nerheim, Lawrence E. . . . . . .Minneapolis Nevin, LeRoy E. . . . . . . Cumberland, Wis. Nichols, James E. . . . . . . . . . .Minneapolis Norby, Robert D. . . . . . . . . . . . .Appleton Nordling, James B. . . . . Ishpeming, Mich. Ohlin, Paul I. . . . . . . . . . . . . . .Minneapolis Olsen, Mary H. . . . . . . . . . Minneapolis Olson, Bernice A. . . . . . Thief River Falls Olson, Laurence 0. . . . . . .Maple Pork, Ill. Olson, R. Luther ........... .Minneapolis Olson, Magne B. . . . . . . . . . . ..Minneapolis Ose, Roger K. . . . . . . . .Thief River Falls Overlund, Ervin K. . . . . . . ..Silverton, Ore. Peorson, James K. . . . . . . . . . . . . . . .Askov Pedersen, Virginia M. (2). . . . .Greenbush Pederson, James L. . . . . . . . . . . Nye, Wis. Pederson, Richard D. . . . . . .Minneapolis Minneapolis Petersen, Marilyn J. . . . . Minneapolis Peterson, Joyce A. . . . . . . Pooler, Harold E. . . . . . . . Minneapolis . . . . . . . . Bertha . . . . . . . .McVille, N. D. Quanbeck, Norman J. Rowig, Bruce W. Rudell, Violeite I. . . . . . . . . .Minneapolis Aniwa, Wis. Thorpe, Mark C. . . . . Thorson, Marilyn J. . . . . . . . .Minneapolis . Thorvig, Kathryn L. . . . . Minneapolis Urness, John L. .Thief River Falls Saastad, Jerrold A. . Sarff, Donohue R. . . . -. . . . . . . .Palisade Northwood, N. D. Sather, Dayne W. . Schoess, Alden J. . . . . . . . . .Minneapolis Stanerson, Noomi . . . . . Estherville, lowa Stensland, Arlen H.. . . . . .Portland, N. D. . . .Buxton, N. D. Stoa, Harold M. . . . . Sunde, John P. . . . . . . . . . . .Minneapolis Suther, Paul R. (1). . . . . . . . . . . .Cass Lake Sylvester, lone L. . . . . . . . . . . . . . .Starbuck . . . . . . . . . . . . . .Mclntosh . Tader, David L. . . . . . . . . . . . . . . .Staples Thompson, Andrew . . . . .... .Minneapolis Thompson, John T. . . . . . . . . . .Kandiyohi Thompson, Norman E. . . . . .Leonard, N. D. Tharpe, Glenn C. . . . . .. . . . . .Aniwa, Wis. Vaagenes, Bonnie B. . . . . . . . .Minneapolis Voeks, George H. . . . . . . . . . ..Minneapolis Wahlstrorn, Vernon J. S.. . . . . . .Grasston Warnes, Wanda E. . . . . . . . . . . . .Stephen Wellington, Richard J. (1). . . . .Minneapolis White, Merlin J. . . . . . . . . . . ..Minneapolis Williams, Beverly A. . . . . . . . .Minneapolis . Ysteboe, Ruth 1. (2) ... Fargo, N. D. Men . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Women . . . . . . . . . . . . . . . . . . . . . . . 48 - Total ......................... 131 FRESHMAN Ahlness, Daniel E. . . . . . . . . . . . . .New Ulm Almlie, Vernon E. . . . . . . . . . . . . . . . .Foley Anderson, Duane F. . . . . . . . . .Minneapolis Anderson, Dwight L. . . . . . . . . . . . . . Dassel Anderson, Ellen M. . . . . . . . . . . . . . Hanska Anderson, lvar C. (1) . . . . . . . .Minneapolis Anderson, Laverne J. . . . . . . . .Zimmerman Anderson, Lewis H. . . . . . . . . .Minneapolis Anderson, Richard A. . . . . . . . . .Wayzata Anfinsen, Arthur M., Jr.. . . . . . . . .Hopkins Anklam, Robert D. . . . . . . . . . .Minneapolis Arme, Donald A. (1) . . . . . . . .Minneapolis Arrnstrong, James W. . . . . . . . . . . .St. Paul Aronson, Donald W. . .Los Angeres, Calif. Asplin, Myron T. (2) . . . . . . . . . . . . .Cokato Asplin, Russell W. . . . . . . . . . . . . . . - Dassel Baker, James G. (2). . . . . . . . .Minneapolis Baker, Stanley B. . . . . . . . . . . .Minneapolis Bartel, Henry P. . . . . . . . . . . . . .Hastings Bebensee, Fred C. (2). . . . . . . . .Stanchfield Beckman, James L. . . . . . . . . . . . . . .Waseca Berg, Sidney D. . . . . . . . . . . . . .Minneapolis Bergeland, Martin E. . . . . . . . . . . . . Dawson Bergren, John C. . . . . . . . . . . .Minneapolis Berndt, Donald R. . . . . . . . . . . .Robbinsdale Bernier, Jack L. . . . . . . . . . . . . .Minneapolis Berntsen, R. Maxine. . . . . .Escanaba, Mich. Bockhaus, Mary G. (2). . . . . . . . . . .Mound Bolstad, Kermit E. (1) . .Homestead, Mont. Borman, Dennes L. ............ .Le Sueur (1) Registered for first semester only. (2) Registered for second semester only. Borrevik, Kothleen M. . . . . . . . . . . . .Duluth Bragg, James A. (1). . . . . . . . Chicago, Ill. Braseth, Mary Ann . . . .Amery, Wis. Bredeken, Ronald D. . . . . . . . . . . Starbuck . Brodin, Arlen G. . . . . . . . . . Minneapolis Brown, Con . . . . . . . . . . . . . . . . . . ..Crystal Bueide, David H. . . . . . . . . . . . . .Willmar Bullock, Robert L. . . . . . . . . . . .Minneapolis Burke, Dorothy A. . . . . . . ..Minneapolis ... Carlson, Jerry D. . . . Carlson, Roger A. . . Carlson, Stanley C. . . Carrelli, Robert A. . . Christensen, Arlett P. Christensen. Don E. . Christensen, Larry J. . . . . . . . ..Minneapolis Christensen, Marilyn A. (1). . . .Minneapolis Christianson, ~ a r l o nC. . . . . . . . . . . Bagley Christianson, Rita I. . . . . . . . . . . .Glenwood Cook, James E. . . . . . . . . . . ., . Robbinsdale Cruys, George H. . . . . . . . . . . Minneapolis Dahl, Linnea M. . . . . . . . . Minneapolis Dahlgren, Gerald N. (1) . . . .Minneapolis Dale, Allen B. (1) . . . . . . St. Louis Pork Dalland, John K. (2). . . . . . .. .Minneapolis Dieken, Doris A. . . . . . . . .Montevideo Dumpys, Ruth M. . . . . . . . . . . . .Hutchinson Egesdal, Sanford E. ( I ) . . . . . . . Elmore Eichstadt, Harlen E. . . . . . . . . .Larnberton Ellefson, Jon R. . . . . . . . . . . Minneapolis West Concord Emerson, Myron A. (2) . Engelman, Fred B. . . . . . . . . . . . . . Clarissa Erb, Ronald L . . . . . . . . . . . ..Lester Prairie Erickson, Barbara M. . . . . . . . .Minneapolis Erickson, Orin N. (2). . . . . . . . .Lake Lillian Fahlin, Paul V. (1) . . . . . . . . . .Minneapolis Faust, Daniel G.. . . . . . .Valley City, N. D. Feig, Phillip S. (1) ... ...... .Minneapolis Fering, Charles A. . . . . . . . . . . . Lamberton Finnesgaard, Carl 0. ........... Kenyon Flann, Douglas E. . . . .. . . . . . .Lake Lillian Flockoi, Rolf A. (1). . Bellingharn, Wash. Fans, Grace 1. ..... ...... .Minneapolis Franklin, Gary N. .... . . . . . . .Minneapolis Frantz, John J. . . . . . . . . . . . .Minneapolis Freedland, David A. . . . . . . . . . . .St. Paul Garthwaite, Ronald G. . . . . . Rockford, Ill. Geary, Wendell G. .......... Pemberton Gibson, Bruce A. . . . . . . . . . . . Lamberton Glasoe, James C. (1). . . . . . . .Minot, N. D. Gorder, Harold J. ............. Starbudc G r d , Marian C. ............. .Donnelly Grant, Gaylord 0. . . . . . . . .Spring Grove Grant, Gloria H. . . . . . .Cumberland, Wis. Graus, Gilbert L. ........... .MeGregor Grimtad, S a m ................Benson Gryth, Marian J. ........ .Pembina, N. D. Gutrmann, Edward C. (1) ...... .St. Paul Hagen, Louise B. . . . . . . . . .Westby, Mont. Halvorson, Gloria J. ..... ....... .Roseau Hamberg,Glenn E. . . . . . . .Williston, N. D. Hamre, Paul A. . . . . . . . . . . . .Mantevideo Hansen, Warren R. ...... .Portland, Ore. Hanson, A. Richard ..... . . . . . . .St. Paul Hanson, Mary Ann (2). . . ......... Aitkin Hanson, Sandra J. . . . . . . . . . .Minneapolis Harris, Dave 0.. . . . . . . . . .. .Granite Falls Herald, Darroll S. (2) . . . . .La Crosse, Wis. Hofflander, Tom M. . . . . . . . . .Minneapolis Holm, Marlys N. . . . . . . . . . . . .Minneapolis Holmes ,Dean K. . . . . . . . . . .Cannon Falls Holmgren, Charles G. (1). . . . . . . . St. Paul Holstein, Rosemary A. ... . . . .Minneapolis Homme, Donald W. . . . . . . . .Minneapolis Hang, Raydon E. ....... . . .Roslyn, S. D. Hushagen, Naomi R. A.. . . . . . . . . .Gonvick . Jensen, Donald N. . . . . . . . . . . .Minneapolis Jeska Robert ................... Fosston Johansen, Rosemarie ....... .Rockford, Ill. Johanson, Eldri R. .. .Newman Grove, Neb. Johnson, Aldemar E. . . . . . . . . . . .Mentor Johnson, Eunice B. . . . . . . . . . .Minneapolis Johnson, Jerome L. (2). . . . . . .Minneapolis (1) Registered for first semester only. (2) Registered for second semester only. Johnson, Marshall D. . . . . . . .Middle River Johnson, Mary E. .... . . . . . . . . . .Kenyan Johnson, Priscilla M. . . . . . . . ..Minneuclpolis Johnson, Ralph S. .... . . . . . . . . . . .Duluth Johnson, Ronald B. (2) . . . ..Minneapolis Johnson, Ronald C. . . . . . . . . .St. . Paul Johnson, Ruby L. . . . . .. . . . . Minneapolis Johnson, Wayne C. . . . . . . St. Paul Josephson, Earl R. . . . . . . . . . . . . St. Paul Kahl, Herman J. . . . . . . . . . . .Minneapolis Keller, Lee E. . . . . . . . . . . . Neillsville, Wis. Kelsey, Arthur R. . . . . . . . . . ..Minneapolis Kennen, Bernard G. (1) ....... .St. Francis Kjelstrom, Verna C. . . . . . . . ..Rugby, N. D. Knapton, Shirley A. (2) .......... St. Paul Knox, Philip S. . . . ............ Wayzata Kolden, Lois J. . . . . . . . .Portland, Ore. Konsterlie, Esther T. ............ Willmar Koplen, Charles F. . . . . . . . . . .Minneapolis Krider, Richard D. . . - . . . . . . .Minneapolis Kroshus, Tilford I.. . ... Valley City, N. D. Kutz, Donald N. . . . ............ Braham Kvamme, Bryniulv . . ....... .Voa, Norway Lacis, Jake (2) ..... .New Richmond, Wis. Laidig, Anneliese ............... Willmar Lanning, James W. ......... .Minneapolis Larson, Carol M. . . . . . . . . . . . .Minneapolis Larson, Melvin W. . . . . . . . . . . .Minneapolis Larson, Monroe 8. ............. .St. Paul Larson, Patricia A. ..........Minneapolis Larson, Richard Alvin . . . . . . . .Minneapolis Laufenburger, Barbara A. . . . . . . . .Roseau LaVictoire, Lawrence A. (1). .. .Minneapolis Lind, Delano E. (2) . . . . . . . . . .Newfolden Locke, Michael G. . . . . . . . . . . . . . .St. Paul Lomness, Edward E. . . . . . . . . . . . . .Fosston Ludvicksen, Joyce H. ..... .Partland, Ore. Lumbar, Stanley L . . . . . . . . . . . . . . . . .Orr Lundeen, Walter G. (2). . . . . . .Minneapolis Mackey, Roger C. . . . . . . . . . ..Minneapolis Manguson, Jean M. . . . . . . . . . . . . . . .Tracy Manos, George M. . . . . . . . Minneapolis Martin, Robert N. . . . .Valley Stream, N. Y. Martinsen, John P.. . . . . .Menominee, Mich. Matson, Norman R. ......... .Minneapolis Mattison, David D. (1) ....... .Lamberton Menken, Ruth 1E. . . . . . . . . . . . . . . . Litchfield Mickelson, Thoris C. . . . . . . . . . . . . .Morris Milbrandt, Janette C. C.. . . . . .Minneapolis Miller, Kenneth E.. .... .Valley City, N. D. Milton, Mary Lee . . . . . . . . . . . .Minneapolis Mindrum, Gerald G. . . . . . . . .Minneapolis Missling, Arlen H. . . . . . . . . . . . . . . . Jeffers Moe, Erwin J. . . . . . . . . . . . . . .Minneapolis Moren, Orval K. . . . . . . . . . . . . . . . .Mentor Morris, Eugene . . . . . . . . . . . . .Minneapolis Munson, Dale E. . . . . . . . . . . . .Robbinsdale . . . . . . . .St. James Munson, Howard E. Munter, Marilyn I. . . . . . . . .Minneapolis . . . . .Minneapolis Murch, Constance H. Nascene, Sheldon L. . . . . . . . . .Stanchfield Nelson, Victor E. . . . . . . . . . . . . . Dalbo Nelson, Wayne L. . . . . . . . .Marinette, Wis. Norling, Jerry C. . . . . . . . . . . .Minneapolis Norman, James A. . . . . . . .Minneapolis Nyhus, Paul L. . . . . . . . Cumberland, Wis. Ohlin, John L. . . . . . . . . . . . ..Minneapolis Oie, Robert G. (2) . . . . . . . Robbinsdale . . . . . .St. James Olsen, Duane A. . . . . Olsen, Vernon E. (2) . . . . L'Anse, Mich. Olson, Beverly J. . . . . . . . . . . .Cottonwood Olson, David W. . . . . . . . .. .New London Olson, Eddie D. . . . . . . . . . Clearbrook . . . .Minneapolis Olson, Jeanette I. . . . . Olson, Richard M. (1). . . . . .Minneapolis Ose, Gaylen V. . . . . . . . Thief River Falls Ose, Ray A. (2) . . . . . . . ..Thief River Falls Paton, Richard J. . . . . . . . . . . .Minneopoiis Pearson, Jean C. ........... .Minneapolis Person, Paul R. . . . . . . . . . . . . Minneapolis Peterson, Donald D. . . . . . . . . .Minneapolis Peterson, W. Fred . . . . . . . . . . .Minneapolis Peterson, Mike D. (1) . . . . . .Minneapolis Pfeifer, LaReign A. . . . . . . . . . .Minneapolis Phillips, Edythe A. . . . . . . . . . . . . .Excelsior Plvmedahl, James D.. . . . . . . . .Robbinsdale Porter, Janis R. . . . . . . . . . . . .Minneapolis Prentice, Shirley M. . . . . . . . . .Minneapolis Prevss, Gerhart L. (1). . . . . . . . Benson . . . .Minneapolis Rodintz, Rolland A. . Rauner, Robert E. . . . . . . . . . Minneapolis Reesnes, Alfred, Jr. (2). . . . . . Racine, Wis. . . . Minneapolis Reinke, Martin F. (2). . Rogers, Monica J. . . . . . . . Minot, N. D. Rokke, Robert J. . . . . . . . ..Strandquist Roufs, Kenneth L. (1). . . . . . . . .Minneapolis Rust, Curtis V. . . . . . . . - . Harwood, N. D. Sandberg, Janet L. . . . . . . .Minneapolis Sother, Judith A. . . . . . . . . . .Donnelly Schams, Ronald T. (2) . . .La Crose, Wis. Schelen, John R. . . . . . . . . . . . ..St. Paul Schoes, Marilyn E. . . . . . . . Minneapolis Schuelein, Marlys A. . . . . . . . Minneapolis (1) Registered for first semester only. (2) Registered for second semester only. Seaver, Roy E. (1) . . . . Minneapolis Serstock, Emanuel A. . . . . . . ..Minneapolis Shelstad, Roger E. . . . . . . . . . . . . .Doran Sherry, Richard J. . . . . . . . . .Westby, Wis. Sideen, Wesley T. (1). . . . . . . . . .St. Paul Skaar, Donald L. . . . . . . . . . .Rockford, Ill. Skovholt, Verna J. . . . . . . Mooreton, N. D. Smedstad, Carol A. . . . . . . . . . . . . .Morris Snider, Neal E. . . . . . . . .Pembina, N. D. Sorenson, Norma J. . . . . . . . . Ekva, Wis. Sorenson, Peggy-Joyce . . . . Minneapolis Sortland, Eunice E. . . . . . . ..Minneapolis Staff, Clarice A. . . . . . Bismarck, N. D. Steenbsrg, Thomas A. . . . . . ..Circle Pines Stewart, Williom H. (1) . . . .Minneapolis Svalstad, Theora J. . . . . . . .Sisseton, S. D. Swenson, Darwin W. . . . . .Lake Lillian Swiggum, Daniel R. . . . . . . . . . . Utica Stenberg, Robert F. (2). . . . ..Rockford, Ill. . . . . . .Minneapolis Tatting, Jean F. . Thompson, Theodore T. . . . . .Minneapolis Thorbeck, Duane E. . . . . . . . . . . . .b g l e y Tollefson, Connie L. . . . . . ..Minneapolis Tollefson, Lorraine G.. . Osnabrock, N. D. Trelstad, Gordon A. . . . . . . . . .Minneapolis Turner, Gary E. . . . . . . . . . Minneapoiis Tweet, Swanhild T. . . . . . .Tunbridge, N. D. Velde, Ellayne T. . . . . . . . .Granite Falls Vevle, Richard H. . . . . . . ..Minneapolis Vollmer, Howard R. . . . . . . . . . .St. Paul Wahlberg, Arden G. (2). . . . . .Minneapolis Wareberg, S. Dawn . . . . . . . .Polson, Mont. Warme, Tom M. . . . . . . . . . .Minneapolis Waznak, Arnold H. . . . .Jarnestown, N. Y. Weigle, Eugene D. (2) . . . . . . .Minneapolis Welckle, John E. . . . . . . . . . . . .Wood Lake Westby, Allan J. (1) . . . . . .Minneapolis Westerlund, Robert C. (2). . . . . . . . Braham Weston, David M. . . . . . . . . . .Minneapolis Wiegers, Gloria C. M. . . . . . . .Sauk Centre Willing, Darrel K. . . . . . . . . . . . .Rochester Windahl. Naomi J. (1) ..... .Fergus Falls Wolhowe, Richard L. . . . . . . . . . . . . . Bagley Wright, Richard T. . . . . . . . . . . . . . . Waseca Zakariasen, Lloyd A. (2) . . . . . . . .Excelsior Zoebisch, Harold L. (1) . . . . . .Minneapolis Men . . Women Total . . . . . . . . . . . . . . . .188 . . . . . . . . . . . . . . . . . . . . . 74 ........... -. . . . 262 SPECIAL AND UNCLASSIFIED Aiken. Frank L.. Jr.. . . . . . .Bradenton, Fla. Ario, Frank L. . . . . . . . . . . . .Minneapolis Bergstrand, Dolores Y. (2) . . .Minneapolis Boomgarden, Irene (2) . . . . . .Minneapolis Bratberg, Elva L. (1). . . . . . .Holmen, Wis. Manthie, Russell ( 1 ) Martinsen, Ralph W. (2) Meier, Thurlough F. L. (2) ill^^, james W. (2). . . . . . ~ ~~ ~l W. Bucyrus, ~~ l ~ N. d D. , ~~ Carlson, Erland E. (2). . . . . . . . .St. Paul Caviness, David C. . . . . . . . . .Minneapolis Coltvet, Helen (2) . . . . . .Duncombe, Iowa Cummings. Frank W. (1) Atlantic City, N. J. paulson, philip H. Dahlen, Richard J. . . . . . . . . . Minneapolis Deem, Darlyne G.. . . .Medicine Lake, Mont. keichstadt, ~ l H. ~. . ~ Rundquist, Bertil G. (1) . . . .Pardeeville, Wis. Fenske, Delmour W. Gohrick, J a n e E. (1). . . . . Shelton, Wash. Hafstad, Wallace L. . . . . . . . . . . kiawley Hegge, Hjalmer M. (1). . . Williston, N. D. Hibbard, Gerald C. (1). . . . .Minneapolis Okan, ROY C. (1). oudol, Yvonne M. . Minneapolis d. .Center City , Minneapolis ,. . Minneapolis Chicago, Ill. Siegel, David Sigle, Clara 0. Thompson. Agnes E. . . . . .Minneapolis Thompson, Glenn K. . . . . . .Minneapolis . . Thorson, Arthur W. New Brighton Thorud, Richard A. . . . . . . . . Minneapolis Tinseth, Leslie J. (1) . . . . . . . . . . .C~rus Jacobsen, Gilbert N. . . . . . . .Minneapolis Jacobson, Luther H. . . . . . . .Minneapolis Johnson, Beryl R. . . . . . .~ i ~ n e a p o l iUndseth, ~ Marvin S. . . . Johnson, Ina M. ( I ) . . . . . . .Osakis Voeks, Mildred L. (2) . . . Kallevig, Lloyd C. (1). . Willmar Larson, Robert C. (1) .. Robbinsdale Magnuson, Albert C. .... Minneapolis ..Minneapolis . Minneapolis Men . . Women . . . . . . . . . . . . . . . . . . . . 30 .................. 12 Total . . . . . . . . . . . . . . . . - 42 JUNIOR STUDENT NURSES (1) Andrews, Carole F. . . . . .Annandale . .Hallock Axelson, Evangeline L Grand Marais Bocklund, Elizabeth A. . Superior, Wis. Barbo, Betty A. . . . . Bruss, Joan E. . . . . . . . . . . . . . ..Echo Carlson, Darlene L. Duis, Elaine E. Strandquist .. Waseca . . . ,Winger Flermoen, DeLois C. Herald, Berdine L. . Horton, Barbara A. Jacobson, Melba L. Johnson, Esther M. . . . . .. . .. La Crosse, Wis. . Minneapolis . . . . .Sebeka Viroqual Wis. (1) Registered for first semester only. (2) Registered for second semester only. . . .Minneapolis Langford, Phyllis A. Larsen, Jane E. . . . . . . La Crosse, Wis. Larsen, Janet E. . . . . . La Crosse, Wis. 0krina, ~~~l~~ E. . . . . . . . olson,~~~l~~ J. . . . . . Schauer, Carol F. . . Shultz, Joan C. . . . . Stenseth, Claudine M. Tollefson, Junice K. veitch, b r b a r a L. Vik, Margaret A. . . Cottonwood . . . . . .Canby . . . . . . . .Waseca . Spokane, Wash. .Wallace, S. D. ... .L'Anse, Mich. ...-.. Wagner, lone M. . . . . . . . . . . . . . .Badger Wickman, Betty J. . . . , .Marineite, Wis. St. Paul Wolff, Joan A. . . . . .. . . . . - Total . . . . . . . . 26 FRESHMAN STUDENT NURSES (1) Adelsman, Barbara J.. . . . . . Fergus Falls Anderson, Lenore J.. . . . .Forest City, Iowa Arndt, Marlene D. . . . . . . . . . . . .Granada Herman, Marilyn K. . . . . . . . . . . . .Wayzata Hoff, Yvonne . . . . . . . . . . . . . . .Underwood Hurlbert, Betty J. . . . . . . . . . . . . . . Bemidji Backstrom, Rita I. . . . . . . . . . . Moorhead Bahls, Shirley M. . . . . . . . . . . . . Huntley Balstad, Gelene E. . . . . . . . . . . . . .Winger Baumann, Clarice A. . . . . . . . . . .Le Sueur Bensend, Mary B. . . . . . Dallas, Wis. Benson, Corrine C. . . . . .. .ClarMield Bergin, Marilyn M. . . . . . . .Minneapolis Bergsrud, Annabelle E. . . . . . . . .Winona Birkeland, Ruth A. . . . . . . . . New Brighton Bjonerud, Ruth J. . . . . . . . . . Calmar, lowa Borgen, Joan M. . . . . . . . . .. . . . .Chatfield Bucher, Carol J. . . . . . . . . . . . . .Zumbrota Buller, Lois A. . . . . . . . . . . . . Hendricks Burandt, Donna J. . . . . . .. . . . ..Mound Burmeister, Lorraine A. . . . . . .Brook Park Burzlaff, Mary J. . . . . . . . . . .Faribault Butler, Carol J. . . . . . . . . . . . . .Minneapolis Iverson, Ellenetta Carlstrom, Nancy A.. .New Richmond, Carson, Florence E. . . . . . . . .Leland, Christiansen, Alta J.. . . . . . . . .Fergus Cutsforth, Carol S. . . . . . . . . .Chetek, Denison, Rosella J. Driessen, LaVon M. Wis. Iowa Falls Wis. . . . . . . . Minneapolis . . . . . . . . Faribault . Ebens, Shirley L. . . . . . . . . . .Rockford, Ill. Ekstrom, Florence E. . . . . . . . . . . . Chaska Emch, June R. . . . . . . . . . . . . . . . . Aitkin Erickson, Elaine G. . . . . Fairdale, N. D. Erickson, Elaine L. , . .Monmouth, Ill. Evenson, M. Elaine . . Wallace, S. D. Fagerstrom, Arleen R. . . . . . . .Radium Fancher, Beverly L. . . . . Minneapolis Fehrs, Joanne E. . . . . . . . . . .Willow River Fennie, Delores J. . . . . . . . . . . . . . . . Kenyon Frauendienst, Virgene C. . . .Brownton Fuller, Laurel J. . . . . . . . . . .Monkato Gangestand, Thelma 1. .Eagle Grove, lowa Geschwind, Marlene A. . . . .Sleepy Eye Gilbertson, Dorothy E. . . Thief River Falls Hanson, Carol D. . . . . . . . . . . . . . .St. Peter Hanson, Janet E. . . . . . . . . . . .Chisago City Hanson, Lois J.. ........ .Thief River Falls Hark, Barbara A. . . . . .Menominee, Mich. Hendricksen, Ruth M. . . . . .Minneapolis Hendrickson, Geraldine H. Eau Claire, Wis. Henke, Naomi D.. . . . . . . . . . ..Wood Lake Herberg, Jane E. . . . . . . . . . . . . .Monkat0 (1) Registered for first semester only. . . . . . . . . Decorah, Iowa Jacobsen, Carol M. . . . . . . .Minneapolis Johnson, Gladys M. . . . . . . . . . . .Sandstone Johnson, Lucille C.. . . . . . .Stockholm, Wis. Johnson, Phyllis M. . . . . . . . . . . . . . .Russell Johnson, Thelma M. . . . . . . . . . .Faribault Judd, Joyce L . . . . . . . . . . . . .D-n . Jurgens, Shirley J. . . . . . . . . . . . .James Kirkpatrick, Helen L. . . . . . . . . . . . . .Olivia Kittleson, Olive E. . . . . . . . . . . . . Louisburg Klukken, Ruth E. . . . . . . . . . . . . . .Osakis Kriese, Shirley H. . . . . . . . . . . . . ..Madison Lamson, Katherine L. . . . . . . . . . . .St. Paul Larson, Jenean M. . . . . . . ... .Minneapolis Lindholm, Lorraine H. . . ..... .Ortonville Lindrothe, Carol A. . . . . .. . . .Minneapolis Lodien, Jean L. . . . . . . . . ........ .Isanti Lundberg, Shirley J.. . . . .Berasford, S. D. Lundell, Janice J. . . . . . . . . . . . . . . Wadena Luxhen, Romona S. . . . . . ........ Benson Luttmann, Jwnne M. . . . . ........ Frazee McGinnis, Catherine F..Albuquerque, N. M. Redfield, S. D. Mager, Delvonna C. . . . . Melvie, Lorraine E. . . . . . . . . . .Viking Meyer, Terryl A. . . . . . . . . . . . . . .Fairmont Miller, Marcia R. . . . Grantsburg, Wis. Molzen, Cleone J. . . . . . ..Le Mars, Iowa . . . . . . . . Benson Mortenson, Marjorie A. Moss, Mardella N. . . . . . . . . . . . . . ..Isle Nelson, Marian B. . . . . . . . . . Underwood . Nepsund, Marlys J. . . . . . . . Paynesville , .Pennington Neuman, Loris E. . . Nibbe, Arlene M. . . . . . . . . . . . . .Ormsby Nordby, Janet C. . . . . . . . . . . . .Ada . . . . . .Bagley Norley, Clarice R. . Minneapolis Norstrom, Shirley A. . . . . . . . .Siren Nyberg, Joan M. . . Olson, Diane E. . . . . . . . . . .Greenbush Olson, Marya M. . . . . . . . . . .Farmington . . . . . . . . . . . . . . . . . .Ada Olson, Sonia L. Pedersen, Hildegarde S.. . . . . . . .Wyoming Pederson, Marian G. . . . . . . . . . ..Fertile Peterson, Janice L. . . . . . . . . . . .St. James Plahn, Joan C. . . . . . . . . . . ..Hudson, Wis. Pottsmith, Mary E. . . . . . . . .Sturgeon Lake Raduenz, Janice B. Rancore, Dorothy C. .... .Lucan . . . . . . . Blackduck Raudio, Helen A. . . . . . . . . . . . . . . .Warba Rauner, Kathryn M. . . . . . . . .Minneapolis R ~ jane ~ E. ~. . .~ . . , . M~~ b k e RUS~, Judith R. . . . . . . . . . . . ..sourn Sandvig, Helen A.. . . . - . ..Hudson, S. D. Satrang, Joan K.. . . . . . . . . .Britton. S. D. Seemann, Johanna L. . . . . . . .Courtland . . . . . .Willmar Selseth, Ruth E. . . . . . Skaaden, Ruth E. . . . . .S.~ r i n aGrove Snustad, Margaret . . . , , Winger Stake, Carolyn N. . . . . . . .'Cambrid,ge Steen, H. Gael ... . . 'SuperiOrf Wis' Stone, Glorio A. . . Strandell, June E. . ..............Zumbrota . .Warren Sugg, Joan M. . . . . . . .Ladysmith' Sullivan, Mortha I. . . . . . . . .Springfield Swedberg, Janet M. . . . . . . . .La Moille . . . . . . Fergus . Falls Swenson, Marlys G.. - .Lake Mills. Iowa Thompson, Darlene M. Thureen, Elaine A. . . . . . . . . Grand Forks Tykeson, Jewel1 F. . . . . . . . . . .Kennedy Uleberg, Janet A. Ullestad, Mavis B. . . . . . . . . . . . . .Madelia . Van Diest, Frances L.. . . Leland, Iowa . . . . . . St. Cloud Walthall, Betty K.. . . . . . .Iowa Falls, Iowa Weidert, Erma E. . . . . . . . ..Eden Valley Wendt, Jane D. . . . . . . . . . . .Minneapolis Wennerblom, Shirley A. . . . . . .Minneapolis Werp, Elaine A. . . . . . . . . . . . .Minneapolis Wold, Marilyn J. . . . . . . . . . . .Underwood Totol . . . . . . . . . . . . . . . . . . 129 GRADUATES 1953 SEMINARY With the degree of Bachelor of Theology Edinburg, N. D. Berntson, Gordon N.. . . Carlsen, Erling N. . . . . . . . . . Minneapolis Huglen, Raynard 0.J. . . . . . . .Newfolden Jergenson, Arnold 0. . . . . . . . . . . Donnelly Oscarson, Elder W.. . . . . . . . . . Fergus Falls Sortland, Allan B.. . . . . . . .Fargo, N. D. Tollefson, Harold 0.. Osnabrock, N. D. With the degree of Graduate in Theology Jystad, Torgney B. . . . . . . . . .Wanamingo Mayer, Henry A.. . . . . . . . . .West St. Paul Peterson, James E. . . . . . . . ..Minneapolis Schafer, Harold R. Wessington Springs, S. D. Sevig, Palmer E.. . . . . . . . . . . .Minot, N. D. COLLEGE With the degree of Bachelor of Arts Carlson, Erland E. . . . . . . . . St. Paul Aaskov, Ruth Lucille Cumberland Center, Maine Alfsen, Thomas Charles . . . . . . . .Rochester Amdahl, Oliver D.. . . . . . . .Flandreau, S. D. Anderson, Roger Vincent. . . . . . . . .St. Paul Baker, Eleanor Marie. . . . .Spokane, Wash. Becklin, Joyce L. . . . . . . . . . . . . .Combridge Benson, Stanley G. . . . . . . . . . .Minneapolis Berntson, Rudolph E.. . . . Edinburg, N. D. Bobendrier, Jeanne M. . . . . Minneapolis Bodin, C. Allan . . . . . . . . . . . Minneapolis Carlsen, Beverly Nystuen . . . . . Minneapolis Corlsen, Glenn T.. . . . . . . . Minneapolis Corlstedt, Faith E. . . . . . . . . .Finlayson Carlstedt, Rhoda Lois . . . . . . . . .Finlayson Christensen, Duane J. . . . .Kenmare, N. D. Christina, Joseph . . . . . . .Minneapolis Cleary, Joseph J. . . . . . . . .New Brighton Cummings, Frank ... .Atlantic Cily, N. J. Danielson, H. Emmett . . . . . . . . Watertown Deem, Darlyne G.. . . .Medicine Lake, Mont. Dickhart, Daniel A. . . . . . . . . . .Minneapolis Dillon, Donald V. . . . . . . . . . . .Minneapolis Dixen, Arvid Daniel . . . . . . . . .Minneapolis Dorn, Arthur W. . . . . . . . . . . . .Minneapolis Dorn, Roy V. .............. .Minneapolis Drury, Thomas . . . . . . . . . . . . . .Minneapolis Eckhoff, Joyce Jorgensen ......... .Delano Egeberg, Herman . . . . . . . . . . .Minneapolis Elness, Marilyn E.. .......... Fargo, N. D. Emerson, Robert Charles . . . . .Minneapolis Engseth, Jerome Martin. ........ Wayzata Evenson, Robert A. . . . . . . . . . . . . . .Hanska Fairbanks, Leland L. . . . . . . . . . . .Harmony Fenske, Delmour . . . . . . . .Pardeeville, Wis. Fox, Curtis Andrew . . . . . . . . . .Minneapolis Frosig, Kristian Vester ....... .Minneapolis Giesdahl, Alice Elaine. . . . . . . .Minneapolis Gwdrich, Quentin Allan .... .Minneapolis Grender, Carol Handahl . . . . . . . . .St. Paul Gustofson, Charles Richard. . . .Minneapolis . . . . . . . . .Zimmerman Hagen, Marvin L. Halling, Lloyd L. . . . . . . . . . . . .Minneapolis Hamre, James S. . . . . . . . . . . . .Montevideo Hansen, Clarence C. ........ .Minneapolis Hegge, Hjalmer Martin.. ..Williston, N. D. Hill, Lorne H. ............ .Veblen, S. D. Hodne, Richard Haldor .Minneapolis Hokanson, Betty M. . . . . . . . . . . . Butterfield Hushagen, Berton R. ........ .Minneapolis .... Jacobsen, Alice Amelia. . . .Thief River Falls Jensen, Sherman R. . . . . . . . . . . . .St. Paul Johnson, Arlan Kenneth, Grand Forks, N. D. Johnson, James Lyle . . . . . . . . . . . . Kenyon Johnson, Joan M. M. . . . . . . . .Minneapolis Johnson, Norman Francis. . . . . .Formington Johnson, Roger A. . . . . . . . . . .Minneapolis Kirchoff, Ralph Mirlen . . . . . . .Minneapolis Lapham, Dean L. . . . . . . . . . . . . . .Le Sueur Lingen, John Russell .Minneapolis Loh, Ellen . . . . . . . . . . . . . .Formosa, China Lundeen, Donovan T. . . . . . . . .Minneapolis Lundgren, David Dean .Minneapolis ........ ...... .....St. Parizek, Gloria Mae . . . . . . . .Minot, N. D. Patana, R. Raymond J.. .Crystal Falls, Mich. Pearson, Howard Erwin . . . . . .Minneapolis Pearson, Richard Leroy . . . . . .Minneapolis Peterson, Harold Everett . . . . .Minneapolis Petterson, Leroy M.. . . . .Drummond, Mont. Quanbeck, Kent B. . . . . . . . .McVille, N. D. Radde, Leon R. . . . . . . . . . . . . .Minneapolis Razook, Patricia R.. . . . . . . . . .Rugby, N. D. Reimer, Donald James. . . . . .Mountain Lake Rimmereid, Arthur V.. .New Rockford, N. D. Ringstad, Ruth J. . . . . . . . .Escanaba, Mich. Rykken, David A. . . . . . . . . . . . . . . .Roseau Schultz, C. Arthur.. . . . . . .Spokane, Wash. Sigler, Fred C. . . . . . . . . . . . . .Minneapolis Silrum, Edwin 0. . . . . . . . . . . .Minneapolis Silverstein, Richard Stanley.. . . . . .St. Paul Skogsbergh, Samuel P. . . . . . .Minneapolis Steineke, Donald Duane. . . . . .Moose Lake Stenoien, Vernon S. . . . . . . . . .Minneapolis Stensland, Donald E. . . . . .Portland, N. D. Straiton, Thomas Paul. . . . . . . .Minneapolis Strommen, Dorothy M.. Blanchardville, Wis. Tamm, William C. . . . . . . . . . .Minneapolis Thompson, Carol Joyce.. . . . .Binford, N. D. Tuff, Harry Airth.. . . . . . . . . .Rugby, N. D. Unruh, Peter D., Jr.. . . . . . . .Mountain Lake Valtinson, Joseph Olai, Jr.. . . . .DeKalb, Ill. Vetvick, Leo B. . . . . . . . . . . . . .Minneapolis Vik, Phyllis June . . . . . . . . . .Wauboy, S. D. Werts, Harold Glenn . . . . . . . .Minneapolis Wilson, Woodrow W. . . . . . . . .Minneapolis Youngquist, Edmund R. . . . . . . . . . . Bolaton Manger, Elizabeth J.. . . . . . . .Wilmette, Ill. Mattson, Harold S. . . . . . . . . . . . . .Hoffman Nofer, Herman Frederick, Jr. Olson, Harry Edwin, Jr.. . . . . .Minneapolis Olson, Howard . . . . . . . . . . . . . . . . . Winger Oren, Donald Gerald . . . . . . . . . . .St. Paul Oscarson, Rhoda Knutson . . . . . .Minneapolis Ostrem, Gloria Ruth . . . . . . . . . Joliet, Ill. Oudal, Wilmer Jayson . . . . . . .Minneapolis Paul Ohno, Tom Tomeo . . . . . . . . . .Minneapolis Ollila, Douglas J. ....... lshpeming, Mich. Zustiak, Mildred Ruth .......Minneapolis Men . . . . . . . . . . . . . . . . . . . . . . . . . Women . . . . . . . . . . . . . . . . . . . . . . Total 82 26 - . . . . . . . . . . . . . . . . . 108 ENROLLMENT SUMMARY 1953-1954 FIRST SEMESTER SEMINARY . . . . . . . . . . . Men Students . . . . . . . . Women Students . . . . . . . . . . . Total .. . 28 1 . . . . . . . . . . - ........ COLLEGE Men Students . . Women Students ........ ........ Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deducting those counted more than once . . . . . . . . . . . . . . . . . . . . . SECOND SEMESTER SEMINARY Men Students ................................................... Women Students ....................................... .. Totol 30 . ...................................................... -1 COLLEGE Men Students Women Students Total 367 ................................................ .......................... . . 186 - .......................... Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deducting those counted more than once . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584 -0 584 TOTAL ENROLLMENT 1953- 1954 SEMINARY Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total 1 ........................................................ COLLEGE Men Students ......................... ................. Women Students ................................................ Total 30 ..................................................... 414 .. 351 - Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deducting those counted more than once . . . . . . . . . . . . . . . . . . 765 796 2 SUMMARY OF GRADUATES SEMINARY ................................ . Total , , - .. , , , . . - - - ............. COLLEGE , , , , - - . . . . . . . . . ........................ Total ......... Total Graduates ... INDEX Page Academic. Administration ........... 44 Amunts. Payments of .............. 16 Accreditation ................... .2. 20 Admission. College ................ 44 Admission. Seminary ............... 103 Administration .................... 5 Administrative Staff . . . . . . . . . . . . . . . 6 Aims. Fundamental ................ 17 Alumni Association. The ............ 20 Archives. The . . . . . . . . . . . . . . . . . . . . 22 Art . . . . . . . . . . . . . . . . . . . . . . . . . . . 80. 93 Athletics . . . . . . . . . . . . . . . . . . . . . . .35. 36 Attendance. Chapel . . . . . . . . . . . . . . . 30 Attendance. Class . . . . . . . . . . . . . . . . . 48 AudieVisual Education . . . . . . . . . . . . . 23 Awards . . . . . . . . . . . . . . . . . . . . . . . . . 39 Band ........................ .34, Biology. Department of . . . . . . . . . . . Board of Trustees . . . . . . . . . . . . . . . . . Buildings . . . . . . . . . . . . . . . . . . . . . . . . . Business Administration. Curriculum . . Business Administration. Economics. and Secretarial Studies. Department of . . 79 95 5 20 56 89 Calendar . . . . . . . . . . . . . . . . . . . . . . . . 4 Cancellation . . . . . . . . . . . . . . . . . . . . . . 47 Chapel Service. The . . . . . . . . . . . . . . . 30 Chemistry . . . . . . . . . . . . . . . . . . . . . . . . 97 Choir . . . . . . . . . . . . . . . . . . . . . . . . .34, 79 Choral Club . . . . . . . . . . . . . . . . . . . .34, 79 Christian Education and Sociology . . . . 110 Christian Environment . . . . . . . . . . . . . . 30 Church History (Seminary) . . . . . . . . . 108 Classical Languages, Department of . . . 68 Classification . . . . . . . . . . . . . . . . . . . . . 47 Classwork, Amount of . . . . . . . . . . . . . 46 Clubs . . . . . . . . . . . . . . . . . . . . . . . . . 33-39 College, Augsburg . . . . . . . . . . . . . . . . 44 College Students (1953-1954) . . . . . . . 112 committees of the Faculty . . . . . . . . . . . 6 Conditions . . . . . . . . . . . . . . . . . . . . . . . 49 Contents. Table of . . . . . . . . . . . . . . . 3 Convocation . . . . . . . . . . . . . . . . . . . . . 3 1 Counseling . . . . . . . . . . . . . . . . . . . . . . . 41 Course Fees . . . . . . . . . . . . . . . . . . . . . . 25 Courses of Study. College . . . . . . . . . 64 Credits . . . . . . . . . . . . . . . . . . . . . . ..46. 52 Cultural Opportunities . . . . . . . . . . . . . 31 Curriculums . . . . . . . . . . . . . . . . . . . . . 53 Debate ond Oratory . . . . . . . . . . .34. 73 Degree. Bachelor of Arts . . . . . . . . . . . 50 Dentistry. Pre-Dental Courses . . . . . . . . 58 Diaconate . . . . . . . . . . . . . . . . . . . . . . . . 62 Dining Hall . . . . . . . . . . . . . . . . . . . . . . 42 Discipline . . . . . . . . . . . . . . . . . . . . . . . . 31 Distinction, Degree with . . . . . . . . . . . . 52 Divisional Organization . . . . . . . . . . . . 6 3 Drama . . . . . . . . . . . . . . . . . . . . . . . .34, 73 Economics . . . . . . . . . . . . . . . . . . . . . . . . 89 Education, Department of Psycholm and . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Education01 Plant . . . . . . . . . . . . . . . . . 20Electives . . . . . . . . . . . . . . . . . . . . . . . . . 51 Elimination of Students . . . . . . . . . . . . 4 7 Employment Service . . . . . . . . . . . . .W, 43 Engineering, Pre-Engineering Courses . . 60 English, Department of . . . . . . . . . . . . 69. English, Proficiency . . . . . . . . . . . . . . . . 52 Enrollment Summary . . . . . . . . . . . . . . . 123 Entrance Requirements, College . . . . . 44 Evening School . . . . . . . . . . . . . . . . . . . 25 Examinations, Comprehensive . . . . . . . . 49. Examinations, Rules . . . . . . . . . . . . .48, 49 Expenses, Student . . . . . ..24, 25, 26, 104 Faculty. The . . . . . . . . . . . . . . . . . . . . . . 7 Fees . . . . . . . . . . . . . . . . . . . . . .24. 25. 26 Financial Information . . . . . . . . . . Financial Support and Control . . Food Service . . . . . . . . . . . . . . . . . Foundation. Augsburg . . . . . . . . . . French . . . . . . . . . . . . . . . . . . . . . . Fundamental Aims . . . . . . . . . . . . . General Information . . . . . . . . . . . German. Department of . . . . . . . . Grade Values . . . . . . . . . . . . . . . . Graduate Study . . . . . . . . . . . . . . . Graduates 1953 . . . . . . . . . . . . . . Graduates (1870.1953). Summary Graduation Requirements. College Greek . . . . . . . . . . . . . . . . . . . . . . . Health and Physical Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 100 Health Service . . . . . . . . . . . . . . . . . . . 42 Hebrew . . . . . . . . . . . . . . . . . . . . . . 69. 106 High School Teaching. Curriculum . . . . 55 Historical Sketch . . . . . . . . . . . . . . . . . . 15 History and Political Science. Department of . . . . . . . . . . . . . . . . . . . . . . . 81 Home Economics. Department of . . . . . . 92 Home Economics. Vocations in . . . . . . . 57 Homiletics . . . . . . . . . . . . . . . . . . . . . . . . 109 Honor Points . . . . . . . . . . . . . . . . . . . . . 52' Honors . . . . . . . . . . . . . . . . . . . . . . .39. 5 2 Hospital Affiliation . . . . . . . . . . . . . . . . 23 Housing . . . . . . . . . . . . . . . . . . . . . 41 Page . . . . 68 lncompletes . . . . . . . . . . . . . . . . . . .49 Journalism . . . . . . . . . . . . . . . . . . . . . .72 Lower Division Requirements . . . . . . Humanities. Division of the Laboratories . . . . . . . . . . . . . . . . . . . . Latin . . . . . . . . . . . . . . . . . . . . . . . . . Law. Pre-Law Courses . . . . . . . . . . . Library . . . . . . . . . . . . . . . . . . . . . . . Library Science . . . . . . . . . . . . . . . . . Loan Funds . . . . . . . . . . . . . . . . . . . . Location . . . . . . . . . . . . . . . . . 15. Majors . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Mothemotics. Department of ........ 99 Medical St& . . . . . . . . . . . . . . . . . . . . . 6 Medical Technology . . . . . . . . . . . . .23. 59 Medicine. Pre-Medic Courses . . . . . . . . 61 Membership in Educational Associations 20 Ministry. Preparation for the . . . .53. 103 Minors . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Missionary Work. Preparation for . . . . 54 Museum. The . . . . . . . . . . . . . . . . . . . . . 21 Music. Department of . . . . . . . . . . . . . . 77 Music Fees . . . . . . . . . . . . . . . . . . . . . . . 25 Music. Organizations . . . . . . . . .34. 35. 79 Natural Sciences and Mathematics. Division of ..................... 95 New Testament (Seminary) . . . . . . . . . 107 Norwegian. Courses in . . . . . . . . . . . . 75 Nursing. Pre-Nursing Courses . . . . . . . 58 Nursing. Affiliation with Schools of .23. 59 Old Testament (Seminary) . . . . . . . . 106 . Oratory . . . . . . . . . . . . . . . . . . . 34. 73 Organ . . . . . . . . . . . . . . . . . . . . . . . .80 Organizations. Student . . . . . . . . . -32-39 Orientation . . . . . . . . . . . . . . . . . . . .40. 86 Parish Work. Preparation for . . . . . . . 54 Pastoral Theology . . . . . . . . . . . . . . . 109 Payment of Accounts . . . . . . . . . . . . . . 26 Personnel Services. Student . . . . . . . . 40 Philosophy. Department of . . . . . . . . . . 66 Physical Education. Department of Health and .................... 100 Physical Sciences. Department of . . . . . 96 Physics . . . . . . . . . . . . . . . . . . . . . . . . . 98 Piano . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Placement Service for Graduates . . . . 43 Political Science . . . . . . . . . . . . . . . . . . . 82 Polity. Worship. and Parish Work . . . . 110 Practical Theology . . . . . . . . . . . . . . . -109 Pre-Seminary Curriculum . . . . . . . .53. 103 Prizes. Scholarships and . . . . . . . . . . . . 28 Probation . . . . . . . . . . . . . . . . . . . . . . . . 47 Page Psychology and Education. Department of . . . . . . . . . . . . . . . . . . . . . . . 85 Publications . . . . . . . . . . . . . . . . . . . . . . 38 Recreation and Social Life . . . . . . . . . . Refunds . . . . . . . . . . . . . . . . . . . . . . . . . . Registration . . . . . . . . . . . . . . . . . . . . . . Registration. Change of . . . . . . . . . . . . Religion and Philcsophy. Division of . . . Religious Organizations . . . . . . . . . . . . Residence Requirement . . . . . . . . . . . . . Romance Languages. Department of . . . Room Application . . . . . . . . . . . . . . . . . 31 27 46 47 64 39 52 76 42 Scandinavian Language and Literature. Department of . . . . . . . . . . . . . . . . . . 75 Scholarships and Prizes . . . . . . . . . . . . 28 Secretarial Studies . . . . . . . . . . . . . . . . 91 Secretarial Work Curriculum . . . . . . . 56 Seminary. Admission . . . . . . . . . . . . . . . 103 7 Seminary. Faculty ................. Seminary. Courses of Study . . . . . . . . . 105 Seminary. Expenses . . . . . . . . . . . .25. 104 Seminary. Graduation and Degrees . . 105 Seminary Internship ............... 105 Social Life. Recreation and . . . . . . . . . . 39 Sociology. Department of . . . . . . . . . . 83 Social Sciences. Division of the . . . . . . 81 Social Work Curriculum . . . . . . . . . . . . 62 Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Special Programs of Study . . . . . . . . . . 23 Special Students . . . . . . . . . . . . . . . . . . 118 Speech. Department of . . . . . . . . . . . . 72 Student Activities . . . . . . . . . . . . . . . . . 32 Student Areas . . . . . . . . . . . . . . . . . . . 32 Student Community Life . . . . . . . . . . . 30 Student Government . . . . . . . . . . . . . . . 32 Student Nurses . . . . . . . . . . . . . . . . . . 118 Student Personnel Services . . . . . . . . . . 40 . . . . . 111 Student Register . . . . . . . . . Student Society. The . . . . . . . . . . . . . 32 Systematic Theology . . . . . . . . . . . . . . .108 _ Table of Contents . . . . . . . . . . . . . . . . 3 Teachefs Certificate . . . . . . . . . .55. 85 Teaching Curriculum . . . . . . . . . . - 5 5 Testing ................ .40. 44. 48. 49 Theology. College Preparation for . 53. 103 Theological Orientation Courses . . . . . 105 Theological Seminary. Augsburg . . . . . 103 Theological Students (1953.1954) . . . . . 111 Transfer and Advanced Standing .45. 104 Trustees. b a r d of . . . . . . . . . . . . . . . . 5 Tuition and Fees . . . . . . . . . . . . . . . .24. 25 University Courses . . . . . . . . . . . . . . . . . 47 Upper Division Requirements . . . . . . . . 52 Veterans. Admission of . . . . . . . . . . . . 45 Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Augsburg College is located on Twenty-first Avenue South between Seventh and Eighth Streets South with adminisvative o h located in Science Hall on Seventh Street a t Twenty-first Avenue South. The college may be reached, via public transportation on &e following Jines: I. The Franklin bus to Twenty-first Avenue South and Franklin 2. ?he Minnehaha Falls or Fort Snelling bus to Twenty-first Avenue South and Riverside 3. The Plymouth-East Twenty-fifth Street bus to Seventh Street and Cedar Avenue 4. The Olson Highway bus to Seventh Street and Cedar Avenue - - - - = s ~ M - e H d Hours: Monday through F r i d a y y : 5 5 - - % muse ~ ~ u a- e Delm .- i H~~~~ -i &-Hdl- - sv- - &use - - ~ - l & ofice Library LI 0 5 0 1 a m to 5 :oo p.m. m: A+ ~ - * a.m. to 12:30 p.m. Saturday-8:jo lhmimries Mumolinl * - - - - - - - - - ~ - - ~- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - A T 9143 - A T 905s - AT9112 - MA 9949 - - - - - MA 9229 - - AT 9290 - M A 9590 - MA 9161 - - LI 0505 - GE 2468 - - - ADMISSION TO THE COLLEGE Requests for bulletins, application blanks, application for employment blanks, information regarding registration and admission procedure and requirements for admission, advertising and publicity, and general information about the institution. OFFICE OF PUBLIC RELATIONS ADMISSION TO THE SEMINARY-Information and requests for admission to the Theological Seminary. SECRETARY OF THE THEOLOGICAL FACULTY - EVALUATION OF CREDITS Transcript of credits, requirements for graduation, transfer of credits, scholastic progress, and withdrawal of matriculated students. OFFICE OF THE REGISTRAR - HOUSING OF STUDENTS Questions pertaining specifically to housing and dormitory life. DEAN OF STUDENTS For information that does not appear to be covered above AWSBURG COLLEGE AND THEOLOGICAL SEMINARY Minneapolis 4, Minnesota
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Title: Augsburg University Undergraduate Catalog, 2017-2018
Collection: Course Catalogs
Search Result: Introduction Undergraduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for...
Show more Introduction Undergraduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2017 - Summer Semester 2018. It is subject to change without notice. The catalog is intended to complement other University publications including the Student Guide and University website. It is important for students to be familiar with all University policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2017 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A university catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a university community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our University both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg University, or consider doing so, please know that those of us who await you here find the University an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, Ph.D. President 2 About Augsburg At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders; and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society; their vocation At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the University motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Campus Location Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. 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, WI, 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 3 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. 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 more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes 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 longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College 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. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the 4 theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became “Augsburg University” on September 1, 2017. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed:    An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the University’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a learning site in Rochester, MN. Centers of Commitment The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg University both internally and externally: each Center provides a bridge between curriculum and community; each works to realize the University’s strategic intention to "educate for lives of meaning and purpose" as well as to ensure the University is "at the table" with community partners in relationships of mutual benefit that enhance the University’s distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). The Day Program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day or in the evening. Students in the Day Program pay comprehensive tuition that allows them to register for between 12-19 semester credits per term. ACTC is a five-college consortium that allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities (ACTC) section). Adult Undergraduate Program Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon” and “Silver.” Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. 6 Face-to-face meetings occur on alternating weeks for three-and-a-half hours on Monday, Tuesday, Wednesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. AU students may attend part-time or full-time each semester. Minneapolis - Adult Undergraduate Program Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom instruction with the convenience of online learning. Augsburg also offers courses from several Day Program majors during the evening in a traditional classroom setting. Please note that not all of the required courses for the Day Program majors are offered in the evening. For a complete list of degree completion programs offered in the AU Program, visit www.augsburg.edu/pro/majors. Rochester - Adult Undergraduate Program Augsburg’s branch site in Rochester was established in 1998 as a natural extension of the institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester site classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester site is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The University Center includes the Admissions Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latin@ Student Services, American Indian Student Services, Pan-Afrikan Student Services, PanAsian Student Services, Campus Activities and Orientation, LGBTQIA Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the Christensen Center for Vocation (CCV), the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2018) Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Academic Skills Office, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. 8 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms, laboratories, and a medium-sized auditorium; the departments of Nursing, Physics, Mathematics & Statistics, Biology, and Chemistry; the Undergraduate Research and Graduate Opportunity (URGO) Office, McNair Scholars, and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, the Honors Desk, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, the Nobel Peace Prize Forum (aka “Norway Hub”), the Academic Affairs Office, Student Affairs Offices, and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, Religion, Psychology, Economics, Business, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg University is accredited by:     The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees) Council on Social Work Education (CSWE) (Bachelor, Master level degrees) Augsburg’s programs are approved by:     American Chemical Society (ACS) American Music Therapy Association (AMTA) Minnesota Board of Teaching National Association of Schools of Music (NASM) Augsburg University is an institutional member of:                     American Association of Colleges and Universities (AAC&U) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 10 Policies Non-Discrimination Policy Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents on October, 2014) For further information, please contact the University’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the University has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The University will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. 11 Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University 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 University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at http://www.augsburg.edu/dps/crime-alerts-and-logs/. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Student Rights The University 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 inside.augsburg.edu/studentaffairs/studentguide. Official Notices A University-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the Universityprovided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. Day program students will also receive notices through the student campus mail system (student campus box) and should check their campus mailbox regularly. 13 Admission Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg University. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with planning. Call any weekday between 8:30 am and 5:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org. Transcripts  An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores  First-year applicants are required to submit results from a college entrance examination unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from the SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations  One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay  First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information  If there is additional information that may have affected the applicant’s previous academic performance, it may be included within the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. 14 Notification of Admissions Decision  Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission  Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in University housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the University—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the University. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 12 semester credit, including courses in foundation areas (writing, etc.) Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org. Transcripts  Official transcripts from all previous postsecondary institutions, as well as final high school transcripts (unless the student has already obtained an A.A. degree) must be sent directly to the Admissions Office. The GED test certificate may be presented instead of the high school transcript. Recommendations  One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information  If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision  Augsburg University uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the University—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. To apply for readmission after withdrawing from the University, students must submit an Application for Readmission.  The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. 15     If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available basis. Registration dates are included in the University’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admissions Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admissions Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admissions Office. Second Degree Students Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg University. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. We welcome students from all over the world wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United States will be considered an international applicant. For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359. Foreign Credential Evaluation Students who have attended a college or university outside of the United States are required to submit international transcript(s) accompanied by a professional credit evaluation. This evaluation should include the following:     Course-by-course evaluation to show a complete course listing with credit values and grades received for each course Calculation of grade point average to demonstrate the cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0 Translation to English (if applicable) Analysis of credentials (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Preferred evaluation services are World Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept evaluations from any member of the National Association of Credential Evaluators (www.naces.org). 16 Financing The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2017-2018  Tuition – Full-Time (12-19 credits per term)  Fees – (12-19 credits per term)  Overload Fee – (over 19 credits) Semester $18,475.00 $332.50 $1,155 per credit Year $36,950.00 $665.00 $4,620 per 4 credits Part-Time Cost – Fall and Spring 2017-2018  Tuition –Part-Time (less than 12 credits)  Fees – (less than 12 credits) $1,155 per credit $183.00 per term $4,620 per 4 credits Other Costs  Audit Fee (taking a class for no credit)  Music Lesson Fees  ½ Hour Lesson  1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs  Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates.  Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees.  Adult Undergraduate - Minneapolis $420.00 per credit 17 $1,680.00 per 4.0 credits   Adult Undergraduate - Rochester Rochester Fee $410.00 per credit $1,640 per 4.0 credits $50 per term Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the University. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. 18 Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The University cooperates with federal, state, church, and private agencies in providing various aid programs. The primary responsibility for financing a university education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.    Federal Perkins Student Loan o A federally-funded program administered through Augsburg University for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) 19 o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the University is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee.  Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the University to provide part-time work opportunities. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. 20 Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not 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. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the University is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from the University. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 21 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, by being an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Students are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. 22 Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due To a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria:  The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. 23    The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 24 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items:  Residence Life and Dining contract: http://www.augsburg.edu/reslife/housing/ During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. 25 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the University quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 26 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the University and the surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg will add dimension to their education. There are over 50 student organizations that students can join, and students may also create their own with three peers. For more information, visit www.augsburg.edu/cao. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg University through quality transitional programs for new students as well as through leadership education. CAO is made up of four program areas: Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by empowering incoming students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program. Student Group Development is provided to student organizations with advising and focusing on inclusion, recruitment, event planning, meeting facilitation, conflict resolution, and other pertinent areas of development. In addition, CAO designs and hosts the annual Student Leadership Institute which is required for all student organizations. 27 Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about Augsburg resources and services; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about Augsburg resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg University. Students will learn about Augsburg resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg University. Student Organizations Students have the opportunity to become involved in a number of different student organizations at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization around a common purpose while making an impact on both the Augsburg and greater community. Campus Ministry At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a university of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The university pastors, Chaplain to Student Athletes, Muslim Student Advisor, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide varieties of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:    Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that graduates are architects of change and pioneers in work of public significance. Foster connections with local community based organizations and position Augsburg as an anchor institution in the Twin Cities. Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible contributions to the common good, not simply to private benefit. Bonner Leaders Program In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community 28 programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on campus. Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the University’s culture of community and civic engagement. Campus Kitchen The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement:     Food to Share o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Common Table The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community capacity to make change by connecting and equipping leaders.       Connecting campus community with neighborhood community. Connecting students to local communities, professionals, and movements. Connecting community members across boundaries at an intersection. Equipping young people with the mentorship and connections to pursue their goals. Equipping community members with the tools and experience of public work and organizing. Equipping leaders with an equity analysis for equitable leadership. We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg University, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities. Jane Addams School for Democracy The Jane Addams School for Democracy brings immigrant families, college students and other community members together to do public work and learning. It is a community-based initiative inspired by the vision of democracy, productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull House in Chicago in 1889. Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The 29 non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work together across language, culture, gender and age differences to address issues that impact their daily lives. Public Achievement The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school setting, young people form teams to take action on a public problem that is important to them (for example, driving out gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student organization use. Day Student Government The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of Augsburg University. 30 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The University has four computer classrooms, 40+ technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 31 Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their university years. We help students and alumni:          Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships  Internships for Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement.  Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Assistant Director of Career and Internship Services supervises non-credit internships and evaluates the reflection process. 32  Work Connections (Available to AU students only) o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the University and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: Academic Advising The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements. Our office advises all new Day and Adult Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies, procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation requirements, provides degree planning resources, and answers academic progress questions. All incoming students are assigned a faculty and academic advisor. Academic advisors work closely with students to ensure their understanding of available resources and support. As students become more familiar with the University, they spend more time meeting with their faculty advisor and developing the faculty-student mentoring relationship. Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Service’s Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to higher education. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students:    Academic Skills Coaching o All students in need of academic support services may meet with a professional member of our staff (academic skills coach) to identify issues, find short-term solutions, problem-solve, and learn about additional resources on and off campus. Tutoring/Supplemental Instruction Services o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Complete the Tutor Request Form, call us at 612-330-1445, or e-mail your tutor request to tutor@augsburg.edu. Response time varies based on tutor availability. You will receive an e-mail as soon as a tutor is available. CAP Program – Connect, Achieve & Progress 33 o  Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements in their first semester, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Satisfactory Academic Progress Warning and Probation Advising o Students who do not meet the University’s Satisfactory Academic Progress (SAP) standards, will be placed on Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an approved academic advocate and complete all necessary requirements as outlined on the Academic Skills Office website at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the university curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the University faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. 34 TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through:                 Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly adjustment-to-college meetings for first-year students Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term university coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Students may apply for TRIO/SSS any time after admission to Augsburg University; however, preference is given to students who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in:  A motivated, diverse, and supportive learning community; 35        Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research  Summer Research Program o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend.  Academic year research o $1,000 to pursue scholarship with a faculty mentor  Off-campus Summer Research Opportunities o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the:            Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for:   Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) GRE Exam preparation course offered each summer at low cost 36 Other Initiatives  Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.  Fund student travel to national academic conferences to present research findings.  Mayo Innovation Scholars Program is a collaborative research between select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures. The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include:  Assisting students with the admission process and financial aid application 37       Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin@ Student Services Mission The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@ students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of the communities they are part of. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in recognition of the changing demographics and needs of current Latin@ students at Augsburg University. During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to 38 enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have:           A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Student Services Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) Student Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Ally Trainings; the LGBTQIA Student Leadership Retreat, the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Celebration, where the recipients of the LGBTQIA Student Leadership Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also 39 regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg University does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The University offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. 40 International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the University’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the University’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their immigration status while completing their academic programs. Examples of ISSS responsibilities include:          Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg University to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 41 Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The University’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. Services provided through CGEE:      Study Abroad and Away in the USA program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, and across the United States. About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg Affiliated Programs. Study Abroad & Study Away in the USA Programs Augsburg in Central America, Mexico and Southern Africa The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars— Namibia to South Africa. Scholarships are available. 42 Augsburg in Central America Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish or Indigenous language course (for native Spanish speakers) course, HIS/WST 355, and POL 310. Augsburg in Mexico Crossing Borders: Gender and Social Change in Mesoamerica—Fall This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several AugCore and General Education requirements (Augsburg Experience, Fine Arts, Humanities, Keystone, Natural Science and Mathematics, Search for Meaning II, Social and Behavioral Science and Wellness) while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from beginning to advanced, including courses for bilingual students. International Business and Global Citizenship—Fall Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you to both the opportunities and challenges of international business. Students may take courses any of the following business courses in addition to any courses from the Crossing Borders (see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International Marketing, Keystone, and Internship. Language and Culture in Mexico—Summer CGEE offers five, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to five courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). 7 week Internships are available in a number of disciplines (e.g., business, gender, sexuality and women’s studies, religion and more). 43 This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. Migration and Globalization: Engaging Our Communities—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, RLN 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Spanish courses range from beginning to advanced, including courses for bilingual students. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester Augsburg in Southern Africa Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, RLN376, ENV 100 and INS 312/POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China, Finland, Germany, Greece, Hong Kong, Japan, Korea, Lebanon, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE website. 44 Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester, summer and part-time programs in Ecuador, Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring What is art for? Who is allowed to be an artist? Where do you find art, and what happens when it finds you? In the Twin Cities-based Art for Social Change program, students seek the answers to these questions not in a gallery or a museum, but on busy corners, vacant storefronts, and empty lots. Students will tap into a growing movement of artists pushing the boundaries of what creative expression does and whose voice it amplifies. Art for Social Change is taught in partnership with Pillsbury House + Theatre, an innovative center for creativity and community in South Minneapolis. Students meet and intern with PH + T staff, resident artists, and a myriad of leaders from the Minneapolis City Council, neighborhood associations, and local businesses. Students receive mentorship from public artists, and an individual budget to create three community-engaged art projects. Community Internships in Latin America (Ecuador)—Fall or Spring The Community Internships in Latin America program, based in Quito, Ecuador, offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, an independent project, and a homestay for an intensive immersion into Latin American daily life and culture. In the second week of class, each student begins an individual placement at a nonprofit community organization. Previous internship sites have included an organic farm, an arts hub for urban youth, and a women’s safe house. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall The most pressing environmental challenges today are global in scale and require scientific, creative, and systems thinking approaches to understand their root causes and forge more just and equitable solutions. The four linked semester courses of Environmental Sustainability apply systems thinking and sustainability theory to real world cases. Students explore structural inequalities in their own communities, examining patterns of privilege, power, and oppression. They study the restoration of degraded ecosystems, witness and participate in citizen science, and assess how policies and partnerships foster ecologically sound transformation. Students also complete a 20 hour per week internship at one of the many vibrant environmental organizations in the Twin Cities. Past internship placement sites include the Land Stewardship Project, MN350, and Spark-Y Youth Action Labs. Students will leave prepared for leadership roles at the intersection of environmental and climate justice, with a profound understanding of the work being done locally and nationally in those fields. Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty, inequality, and social change. This program asks: What are the root causes of increasing levels of economic, political, social inequality and insecurity and how does this impact all social classes and groups in the United States? How are economic, political, and social inequality reproduced? How do we create more opportunity for all Americans and what are some concrete social change tools for making these changes? To answer these questions, the program examines and connects the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. In professional internships, students work to explore solutions in organizations committed to social transformation. Students have direct conversations and work with practitioners in 45 government, the private sector, nonprofits, labor unions, and schools, and other community institutions working to address poverty and economic, political, and social inequality. Sustainable Agriculture, Food, and Justice in Italy––Fall Students live and work at the Castello Sonnino, a historic estate roughly 12 miles outside the major city of Florence. Since the early 1800s, the Sonnino family has run the estate, and the current generation is deeply committed to cultural and architectural preservation. Students live in apartments on the Sonnino grounds, overlooking 300+ acres of woods, olive groves, and working farm land. They study the political and economic context of the farming and food movements particular to Italy. They gain firsthand experience of sustainable local food systems and the role they play in maintaining rural culture through an internship placement on the Sonnino farm, in the nearby village of Montespertoli, or in nearby Florence. Students receive basic Italian instruction, and complete a guided independent study project. New Zealand Culture and the Environment: A Shared Future—Fall or Spring Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in Wellington, students learn about the history of colonization, the truth and reconciliation process that shape contemporary life, Māori protest and social movements, key strategies used to achieve sustainability, new agricultural practices, and more. Students intern at a nonprofit organization in Wellington. Internship placements in past years have ranged from Kennett Brothers Mountain Bikes to Sustainable Coastlines, from the Green Party New Zealand to Zealandia Urban Eco-Reserve. Links between environment, culture, policy, and community are at the heart of these field study and internship opportunities. Northern Ireland: Democracy and Social Change—Fall or Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is based at the International Conflict Research Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern Ireland to the “borderland” area and to Dublin. Race in America: Then and Now —Summer The summer of 2014 saw the beginning of a dramatic shift in public conversation around race in the United States. As the tragic deaths of Michael Brown, Eric Garner, Tamir Rice, Sandra Bland, Rekia Boyd, and other unarmed men and women dominated the news, powerful protests forced American to face the twin realities of institutionalized racism and police brutality. Race in America: Then and Now dives into questions of racial justice in America today, and the continuing role of race in the United States. Students meet with civil rights activists who were active in the 1960s and those who are active now, as well as lawyers, politicians, educators, and youth. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). The New Norway: Globalization, National Identity and the Politics of Belonging—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly diverse. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and what has been their impact on politics and society more generally? How have film, literature and social movements 46 challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian language or do an independent research project, and intern with a leading NGO. Agriculture and Justice: Building a Sustainable Food System––Spring Two linked semester courses use hands-on, field based methods to unpack sustainable agriculture and justice, exploring the food system, land ownership, labor practices, and policies. Students gain hands-on growing skills and travel to food shelves, grocery stores, community centers, as wells as conventional and small-scale farms. Each student completes a short-term stay on a sustainable farm, as well as a field project in a hunger relief organization or urban community farm. A 4- to 8- credit food systems internship is available concurrently with the two courses, or in the summer following the program. In past semesters students have interned with the Land Stewardship Project, Frogtown Green, Mill City Farmers Market, and others, Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring This Twin Cities-based semester of two linked courses is taught in collaboration with St. Paul Neighborhood Network (SPNN), a bustling studio and media access center that puts cameras into the hands of historically underrepresented creators. Students of all experience levels will leave the class with three short films to their credit, including a final work created in collaboration with a local nonprofit. In addition to hands-on training, students meet the leaders of the local media justice landscape. Students see their work as part of a global movement to make media accessible, relevant, and reflective of the diverse voices demanding to be heard. A 4- to 8- credit media production internship is available with community partner SPNN simultaneously (for students who have advanced technical skills) or following the program. Augsburg Affiliated Programs The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website for listings. Application Process In order to Study Abroad or Away in the USA students should follow these easy steps:    Attend and Information Session Attend an optional Program Selection Workshop and/or search programs online Apply by the deadline Application Deadlines September 30 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for off campus study to be sure to do appropriate research and meet all deadlines. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar, department chairs and assigned faculty to approve the course equivalencies. 47 Credits, Grades and Residency  Students must take a full load of credits while abroad on semester programs.  Students must take courses for a grade (P/NP not allowed) while abroad.  Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and thus are not figured into the GPA.  A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.  Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Center for Global Education & Experience (CGEE) Office. Any courses removed by the student without CGEE permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Eligibility Following are Augsburg University’s requirements for Study Abroad and Away in the USA:      Minimum 2.0 GPA at the time of application. Individual programs/courses may require a higher average. Students with lower averages should consult with CGEE. Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. Any outstanding balances on student accounts must be resolved before students will be allowed to study off campus. Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg University pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for off campus study. Students on semester programs will always pay a minimum of Augsburg tuition plus living and travel expenses when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study off campus multiple times on Augsburg programs (see below in off-campus study program section). However, institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition 48 charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students should attend the required information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of CGEE and their program provider. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds.         CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to students who participate on our semester exchange programs in designated countries (China, Finland. Germany, Greece, Hong Kong, Japan, Korea, Lebanon, and Norway) The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a semester program abroad. The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000 of the cost of a semester program abroad. Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship will apply for the second program). PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount cannot be applied to the Social Work in a Latin American Context program. Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two semester programs during their college career. There are no forms to submit for this discount. Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a summer session (before or after the semester program). Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Disabilities CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection. Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. 49 Continuing Education Program The mission of Augsburg University continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg University. Programs are developed through collaborations between academic and administrative departments of the University and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at adamo@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 50 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg University full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg University, not McNally Smith. Air Force ROTC AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication, develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force. The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on AFROTC course descriptions, please review http://www.stthomas.edu/catalog/current/aero/ . For more information on the AFROTC program, please review http://www.stthomas.edu/afrotc/ or contact the Department of Aerospace Studies at the University of St. Thomas at (651) 962-6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota. 51 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed in the Academic Calendar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form:      THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Internship Registration A complete step-by-step guide is available on the Strommen Center website under the Internship Registration Guide section. International students completing a paid internship will follow steps outlined on the Strommen Center website under the International Student Paid Internship Registration section. Registration of internships for credit consists of the following steps: 52    Students must register the internship for the academic term that coincides with the internship experience. Students fill out the online Site Agreement Form on the Strommen Center website under the Internship Registration Guide section (step 1). Obtain the Internship Registration form (paper form) from the Strommen Center website under the Internship Registration Guide section (step 2) and obtain the required signatures. o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Strommen Center Signature: Requires Assistant Director or Director to review important college-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to receive credit for an internship include:    Watch a short video about successful internships on the Strommen Center website under the Internship Registration Guide section. Complete the Learning Goals Form on the Strommen Center website under the Internship Registration Guide section. Copies of the completed form are emailed to the student, their faculty supervisor, and the Strommen Center. Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or department guidelines. Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Crossover Registration Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester. AU Program Students - Are permitted to crossover into DAY courses. ROCH Program Students - Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing and the joint BA Accounting/MAL program. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate for those courses. 53 Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/No Pass grading system. Explanation of grades: Grade A AB+ Grade Points 4.00 3.67 3.33 B 3.00 Description Excellent Undergraduate: Good Graduate: Satisfactory B2.67 C+ 2.33 C 2.00 Undergraduate only: Satisfactory C1.67 D+ 1.33 D 1.00 Poor D0.67 F 0.00 Failure P 0.00 Pass* N 0.00 No Pass *The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. Pass/No Pass Grades Students who choose the P/N option are cautioned:      In order to receive a grade of P, a student must achieve at least a grade of C-. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. The maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester credits. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published in the Academic Calendar each semester. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. 54 An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form to the Registrar's Office by the grading deadline for the semester. This form 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 filing of a grade by the grading deadline of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes F. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: 55 Symbol Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; P Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work S Satisfactory N No pass, no credit V Audit, no credit W Withdrawn I Incomplete X Extension, incomplete IP In progress R Repeat GRT Credit granted Required lab component (a credit-bearing grade was earned in the corresponding L lecture course) NG Not graded, no credit Assessment of Student Learning The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Office of Academic Affairs. Classification Students are classified when grades are posted at the end of each semester. Classification is based on the number of semester credits completed/earned. Classification Freshmen Sophomores Juniors Seniors Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to once each academic year. A Change of Program form must be submitted before the semester begins. Withdrawal from University Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from University form. The deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. 56 Leave of Absence (DAY Program Students) Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. The deadline to file a Leave of Absence form is the Friday prior to the start of each semester. Term Off (AU/ROCH Program Students) Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the University supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s Office so the University can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee is a standing committee of the University that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Satisfactory Academic Progress (SAP) Suspension Appeals Students who have been academically suspended have the right to appeal their suspension to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the University after being placed on academic warning, probation or after being academically suspended must submit an Application for Readmission for review by the Student Standing Committee. Catalog Applicability Active Students (Registered, Leave of Absence, Term Off) 57  May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of enrollment or any of the subsequent catalogs in effect while an active student. Inactive Students (Withdrawn)   Three or Fewer Years Away o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers) may elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active student. More than Three Years Away o Inactive students who are readmitted after more than three years away (10 or more semesters, including summers) must complete the general education and departmental requirements of the catalog in effect at the time of re-enrollment or any of the subsequent catalogs in effect while an active student. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place, or by petition. Courses that may be developmental, professional or occupational in nature are evaluated on a course-by-course basis in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The University requires that certain courses and a minimum number of credits be taken at Augsburg. (Refer to the Graduation section of the catalog.) Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources about transferring credit are available on the Registrar’s Office website. Minnesota Transfer Curriculum Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (RLN 100). 58 Associate of Arts Degree Completion of an Associate of Arts (A.A.) degree from a regionally accredited institution will satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100), and will waive one of two Health and Wellness requirements. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:     Waiver of Search for Meaning II Waiver of Augsburg Seminar Waiver of Engaging Minneapolis Waiver of one Health and Wellness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST). Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Assessment of Previous Learning (APL) Program Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the University for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. 59 Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met:     There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria:      There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. 60 Maximum Credit Accepted for Previous Learning While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o Students may apply no more than eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 4. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic programs require a higher grade point average or a specific minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith) or study abroad/away through the Augsburg Center for Global Education and Experience. Senior Residence Requirement No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program.  Transfer courses count against the senior residence requirement. Therefore, students are encouraged to complete transfer work prior to the final 32 credits for the degree.  Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment -- are not counted against the senior residence requirement. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to file an Intent to Graduate application at the end of their junior year to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program planning. 61 Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds two commencement ceremonies in the spring to accommodate the University’s different student populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Satisfactory Academic Progress (SAP) Requirements At the end of each fall, spring, and summer semester, the University will review the academic progress of all non-degree and degree-seeking undergraduate students registered for that semester. In order to remain in good academic and financial aid standing, students are required to maintain a cumulative Augsburg University GPA of at least 2.0 and cumulative credit completion rate of at least 66.67%. GPA Calculation Refer to the Evaluation and Grading section of this catalog. 62 Credit Completion Rate Calculation  Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP). o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits.  Earned credits: Includes transferred credits and satisfactory grades (A - D-, P).  Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% Warning Students who do not meet cumulative standards will be placed on Warning. At the end of the next semester attempted, students meeting cumulative standards will be removed from Warning. If cumulative standards are not met, the student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA and 66.67% term completion rate and completing all other Warning requirements (www.augsburg.edu/acskills) will be placed on Probation. If cumulative and term standards are not met, students will be Suspended. Probation Students on Probation must meet cumulative standards. At the end of the next semester attempted, students meeting cumulative standards will be removed from Probation. If cumulative standards are not met, the student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA and 66.67% term completion rate and completing all other Probation requirements (www.augsburg.edu/acskills) will remain on Probation. If cumulative and term standards are not met, students will be Suspended. Students on Warning or Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. For more information about Warning and Probation requirements, visit www.augsburg.edu/acskills. Suspension Students on Warning or Probation who do not meet cumulative and term standards will be suspended from the University. Students may appeal their Suspension to the Student Standing Committee. The Committee decision is final. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Augsburg University reserves the right to intervene with students who earn less than a 2.00 and 66.67% in a semester but are otherwise meeting cumulative standards. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways:   Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits 63 Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill. 64 Augsburg Core Curriculum Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg University education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The University’s mission statement offers a series of educational values: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to …  engage their communities and demonstrate a sense of agency to create change in ethical and informed ways  explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to …  critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context  identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to …  use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims  construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to …  employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments  articulate and solve problems in creative, analytical, and integrative ways 65 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year    Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum    Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation     Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including:           Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete placement tests in:   Mathematics Writing 66   Language Placement and, if applicable, English Language Learning First-year students entering Augsburg in the fall of 2013 or later must complete developmental courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental courses by the end of their third term. The developmental courses subject to this policy are:     ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Mathematics For a strong start at Augsburg, students will take entry-level exams to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice questions and other information are available from Academic Advising -- students are encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of enrollment. Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer an equivalent English composition course from another institution or Advanced Placement English Language and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their exploration of modern language at the level identified by the placement test. This online placement is administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those specific languages. English Language Learners Assessment Students whose primary language is other than English will complete a placement to determine preparedness for classes taught in English and may need to complete an English Language Learning course(s). This placement is administered by Academic Advising. 67 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all students. The second course may be chosen from a variety of different Recreational Wellness courses. Students may test out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that:    Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components:   Liberal Arts Foundation Signature Curriculum 68  Skills Development The Augsburg First Year To smooth the transition to higher education and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 69 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (RLN 100 and 200) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved upper-division RLN course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following:    Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements. For majors that allow both options, please note that students must choose either the Liberal Arts Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student. 70 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver:              Actuarial Science (St. Thomas) Biology Biopsychology Chemistry Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver:          Actuarial Science (St. Thomas) Biology Biopsychology Chemistry Mathematical Economics Mathematics Music Therapy Nursing Physics 71 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty advisors. Majors and Areas of Emphasis Accounting American Indian Studies Art Art History Studio Art Graphic Design Biology (BA or BS) Life Sciences (BA) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Economics (BA) Computational Philosophy (BA) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory Environmental Studies Exercise Science (BA or BS) Film Finance Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education (BA or BS) History Interdisciplinary Studies International Business International Relations International Business Concentration Languages and Cross-Cultural Studies Cross-Cultural Studies French German Spanish Management Management Information Systems Marketing Mathematics (BA or BS) Medieval Studies Music Music (BA) Music Business (BA) Music Education (BM) Music Performance (BM) Music Therapy (BS) New Media Promotional Communication Game Design Web Design Nursing (BS-Evening program offered through AU only) Philosophy Computational Philosophy Physical Education (BA or BS) 72 Physics (BA or BS) Biophysics (BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure major) Pre-Law Public Policy and Political Change Psychology Psychology and Law Clinical Psychology Social Psychology Religion Theology and Public Leadership Social Work (BS) Sociology Student-Designed Major Theater Design/Technical Directing/Dramaturgy/Playwriting Performance Urban Studies Minors Accounting American Indian Studies Art Architecture Art History Graphic Design Studio Art Biology Business Administration Business Minor for Science Majors Chemistry Communication Studies Computer Science Culture and Social Justice Economics English Literature, Language, and Theory Writing Creative Writing Environmental Studies Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Business Analytics Marketing Mathematics Statistics Medieval Studies Music Music Business New Media Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Social Welfare Sociology Special Education Theater Musical Theater Urban Studies Youth Studies 73 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes:  A statement of learning goals and objectives  A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with an academic major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled.  A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course.  Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the University catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 74 Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that the student is making progress towards the degree. Students should know that registration for ACTC courses can be limited and are advised to submit registration materials at the earliest possible time. 75 Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. In addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who works directly with students pursuing health care fields. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs  Pre-Health Science o See Biology Departmental page  Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score.  Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary.  Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 76 Academic Organization and Departments As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees:    Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily guides course planning. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 77 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 19 credits per semester. Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. 78 Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester. Divisions and Departments The University curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, University librarians. Natural and Social Sciences Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 79 American Indian Studies American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Dale Weston, Vinodh Kutty, Sophia Jacobson Degree and Major Requirements American Indian Studies Major Nine courses including: AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indians ENL 255 - American Indian Literature or AIS 264 - American Indians in the Cinema HIS 236 - American Indian History RLN 370 - American Indian Spirituality and Philosophical Thought In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Elective course options: AIS 208 - Native American Women and Film AIS 233 - Women: A Cross-Cultural Perspective AIS 264 - American Indian in the Cinema AIS 299 - Directed Study AIS 305 - Indigenous Issues of the Americas AIS 320 - American Indian Women AIS 332 - Native American Storytelling AIS 364 - Indigenous Filmmakers AIS 396 - Internship AIS 399 - Internship AIS 408 - Native American Women and Film AIS 405 - Indigenous Activism and Resistance in the Americas AIS 490 - Indigenous Issues of the Americas AIS 495 - Topics AIS 498 - Independent Study/Research AIS 499 - Independent Study ART290 - Native American Art ENL255 - American Indian Literature ENL355 - Themes in American Indian Literature OJB111 - Beginning Ojibwe I OJB112 - Beginning Ojibwe II *AIS Majors may complete the Keystone requirement either by taking AIS 490 (travel seminar), AIS 405, KEY 490 or another approved keystone course. 80 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163, MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 81 Art Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community engagement and real-life experiences. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 15-20 majors annually with Bachelor of Arts degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and architecture provide additional opportunities for specialization. For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re excited to be here in the center of the city. You will be, too. Art Faculty Kristin M. Anderson, Christopher Houltberg, Daniel Ibarra, Robert K. Tom Degree and Major Requirements Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have lab fees. Graduation Skills The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses and is met by completing the majors. Quantitative Reasoning (QR) requirement is met by completing one of the following courses: GST 200, MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Studio Art Major Majors should begin their programs with the required studio arts foundations: ART 102 - Design ART 107 - Drawing One course in two-dimensional art from: ART 118 - Painting I ART 201 - Introduction to Graphic Design ART 223 - Print Making I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I Five additional studio arts courses Three courses in art history including: ART 240 - Art History Survey 82 Two additional upper division art history courses from: ART 349 - The Designed Environment ART 352 - Women and Art ART 382 - Scandinavian Arts ART 385 - Prehistoric and Ancient Art ART 386 - Medieval Art ART 387 - Renaissance and Baroque Art ART 388 - Modern Art ART 389 - American Art ART 390 - Native American Art Portfolio and Exhibition/Project: ART 305 - Mid-Program Portfolio Review ART 405 - Senior Exhibition/Project and Review Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show with a faculty review in their senior year, and the annual senior group exhibition. Art Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Majors should begin their programs with the required studio arts foundations: ART 102 - Design ART 107 - Drawing One course in painting from: ART 118 - Painting I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I One course in graphic arts from: ART 132 - Photography I ART 223 - Print Making I One course in fibers: ART 280 - Hand Papermaking and Book Arts I One course in computer design from: ART 201 - Introduction to Graphic Design ART 202 - Typography Two second-level courses in two different disciplines Three courses in art history including: ART 240 - Art History Survey Two additional upper division art history courses from: ART 349 - The Designed Environment ART 352 - Women and Art ART 382 - Scandinavian Arts ART 385 - Prehistoric and Ancient Art ART 386 - Medieval Art 83 ART 387 - Renaissance and Baroque Art ART 388 - Modern Art ART 389 - American Art ART 390 - Native American Art Portfolio and Exhibition/Project: ART 305 - Mid-Program Portfolio Review ART 405 - Senior Exhibition/Project and Review Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show with a faculty review in their senior year, and the annual senior group exhibition. Graphic Design Major The following skill and workshop courses: ART 124 - Graphic Design Production: InDesign ART 125 - Graphic Design Production: Illustrator ART 126 - Graphic Design Production: Photoshop ART 127 - Graphic Design Production: HTML/CSS ART 226 - Artist Workshop The following core courses: ART 133 - Introduction to Digital Photography ART 201 - Introduction to Graphic Design ART 202 - Typography ART 240 - Art History Survey ART 315 - Graphic Systems ART 324 - Design Studio I ART 326 - Design Studio II ART 424 - Advanced Design Studio III ART 425 - Advanced Design Studio IV One of the following courses in drawing: ART 107 - Drawing ART 122 - Plein Air Sketching I One of the following courses in three-dimensional art form: ART 105 - Introduction to Architectural Drawing ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I One of the following courses in art history: ART 349 - The Designed Environment ART 352 - Women and Art ART 382 - Scandinavian Arts ART 385 - Prehistoric and Ancient Art ART 386 - Medieval Art ART 387 - Renaissance and Baroque Art ART 388 - Modern Art ART 389 - American Art ART 390 - Native American Art One elective ART course (4 credits): Any other ART course not listed above Portfolio and Exhibition/Project: 84 ART 305 - Mid-Program Portfolio Review ART 405 - Senior Exhibition/Project and Review Art History Major Eight art history or architectural history courses including: ART 240 - Art History Survey ART 388 - Modern Art Six other art history or architectural history courses Two studio courses: ART 102 - Design or ART 107 - Drawing ART 118 - Painting I or ART 221 - Sculpture I Portfolio and Exhibition/Project: ART 305 - Mid-Program Portfolio Review ART 405 - Senior Exhibition/Project and Review Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Art Department-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Architecture Minor Five courses including: ART 105 - Introduction to Architectural Drawing ART 210 - Drawing for Design in Architecture ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Graphic Design Minor The following skill courses: ART 124 - Graphic Design Production: InDesign ART 125 - Graphic Design Production: Illustrator ART 126 - Graphic Design Production: Photoshop ART 127 - Graphic Design Production: HTML/CSS The following core courses: ART 107 - Drawing or ART 122 - Plein Air Sketching I ART 201 - Introduction to Graphic Design ART 202 - Typography ART 315 - Graphic Systems 85 ART 324 - Design Studio I Studio Art Minor Five courses including: ART 107 - Drawing ART 240 – Art History Survey Three additional studio courses. For a complete list of courses and descriptions, see the Course Description Search. 86 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Dale Pederson, Emily Schilling Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or Bachelor of Arts in life sciences. Bachelor of Arts in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 107, 108 - College Physics I, II or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval 87 Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two different BIO485 courses in place of one upper division elective: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 440 - Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 485 - Advanced Topics in Biology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Bachelor of Science in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II PHY 121, 122 - General Physics I, II or PHY 107, 108 - College Physics I, II MAT 145 - Calculus I MAT 146 - Calculus II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481. Students may take two different BIO485 courses in place of one upper division elective: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 440 - Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology 88 BIO 485 - Advanced Topics in Biology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 107, 108 - College Physics I, II or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Two science courses from the following: PHY 101 - Astronomy SCI 106 - Introductory Meteorology An introductory geology course Four upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 440 - Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics 89 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted. Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by successfully completing one of the following: 1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty advisor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a written report in the style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final paper it is advised that the student and committee establish a date for submission, typically no later than March 15, at the time of the proposal submission so that successful recipients of departmental honors can be recognized during graduation ceremonies. 2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final presentation). 3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg University. 90 Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is required for the life science major. *Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during their final year of the program. The exam will appear on the graduation checklist. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Student also participate in research off campus through internships and summer research experiences. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major only if BIO 476 Microbiology and BIO 481 Ecology are selected as two of the upper division electives. The state requirements may be subject to change after the publication of this catalog. Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University. Students must have a GPA of 3.0 in biology. 91 Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 92 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen Courses: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 253 - Introductory Cellular Biology BIO 475 - Neurobiology PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 - Biopsychology Two Psychology electives from the following: PSY 299 - Directed Study (Research in Biopsychology) or PSY 360 - Psychology Laboratory (two semesters) PSY 354 - Cognitive Psychology PSY 391 - Individual Differences PSY 410 - Clinical Neuropsychology PSY 491 - Advanced Research Seminar PSYC 322 - Sensation and Perception (St. Thomas) PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 - Psychology of Language (Macalester) PSYC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: BIO 255 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cell and Molecular Biology BIO 473 - Animal Physiology BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) BIOL 356 - Cellular and Molecular Neuroscience (Macalester) PHY 317 - Biophysics Keystone (one required): 93 BIO 490 - Biology Keystone PSY 400 - Keystone Internship SCI 490 - Integrated Science Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for all courses (200 level and above) applied to the major. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 94 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D. Isaacson, Phyllis Kapetanakis, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield, Peter J. Stark General Requirements Majors The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers eight minors: Business Administration (for non-business majors only), Business Analytics, Business Minor for Science Majors, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area. Suitable intervening work experience will also be considered. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The Business Administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the Department Chair. Students need to apply to the department and start the process during their junior year. Students will also have the opportunity to obtain the honorific of Scholar of Distinction, another method of earning departmental honors, by scoring in the top 10% on the Major Field Test, a comprehensive assessment given during the senior year. Please contact the Department Chair(s) for more specific information. 95 Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. The department offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding an internship placement within an organization which supports their major and provides direction and support. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair and/or Departmental Administrator for international business courses or other overseas opportunities. P/N Grades Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits with a P grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/N grades. Business Core Requirements* *The exceptions are the Business/Economics major and the Business Music major. Thirteen courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 200 - Exploring Business as a Vocation or BUS 242 - Principles of Management BUS 301 - Business Law BUS 362 - International Business ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MIS 264 - Statistical Literacy for Managers or MIS 379* - Quantitative Methods for Business and Economics *MIS 379 is required for Accounting and Finance majors MKT 252 - Principles of Marketing One of the following: MAT 110 - Finite Mathematics MAT 111 - Mathematics in Society MAT 114 - Precalculus MAT 145 - Calculus I MAT 146 - Calculus II MAT 171* - Discrete Mathematics for Computing *MAT 171 is required for Management Information Systems majors MAT 173 - Mathematics of Finance MAT 273 - Statistical Modeling One of the following: COM 111 - Public Speaking COM 112 - Contest Public Speaking COM 115 - Scientific and Technical Public Speaking 96 ENL 240 - Introduction to Literary Study ENL 241 - Introduction to Cinema Art ENL 250 - American Voices ENL 251 - Introduction to African American Literature ENL 255 - American Indian Literature ENL 260 - Authors ENL 270 - Themes ENL 280 - Genres ENL 290 - Explorations in Language and Theory ENL 291 - Thailand: Teaching ESL HIS 102 - The Shaping of Western Civilization HIS 103 - The Modern World HIS 282 - The History of Women Since 1848 Further explanation of the above:   The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287). The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF status. For a complete list of courses and descriptions, see the Course Description Search. 97 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both Day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. These majors involve substantial courses from outside the Department. The major requirements for these majors are shown below. Degree and Major Requirements Business Administration Major with a Specialization in Music Business Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management* or BUS 200 - Exploring Business as a Vocation* FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Two allied requirements in economics: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Courses: MUS 205 – Legal Issues in Music, Entertainment, and the Arts MUS 335 – Music Business MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 - Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) *Music Business majors may substitute BUS 254 in place of BUS 242 or 200. 98 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or FIN 331 - Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration (open to non-business majors only) Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or MIS 264 - Statistical Literacy for Managers or FIN 331 - Financial Management ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the Department Chair. 99 Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, Physics, Psychology) Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or BUS 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 - Ethics BUS 399 - Internship or BUS 397 - Internship Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 100 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements  Must take MIS 379 rather than MIS 264 Required Accounting Courses: Six courses including: ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting ACC 326 - Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 101 Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of:       Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Marc McIntosh Minor in Accounting Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting One of the following: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 102 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements  Must take MIS 379 rather than MIS 264 Required Finance Courses Five courses including: ACC 322 – Intermediate Accounting I ECO 315 - Money and Banking FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 103 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Required International Business Courses: Four courses including: BUS 465 - International Management MKT 466 - International Marketing ECO 360 - International Economics or ECO 370 - International Economic Development or FIN 460 - International Finance FRE 211 - Intermediate French I or GER 211 - Intermediate German I or NOR 211 - Intermediate Norwegian I or SPA 211 - Intermediate Spanish I or other language in transfer Further explanation of the above: Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing 104 ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: BUS 362 - International Business BUS 465 - International Management ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 105 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Required Management Courses: Four courses including: BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management MIS 376 - Project Management or ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 106 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements  Must take MAT 171 as math course Required MIS Courses: Seven courses including: MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming or CSC 240 - Introduction to Networking and Communications Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Analytics Seven courses including: CSC 170: Introduction to Programming MAT 163: Introductory Statistics or MAT 164: Introductory Statistics for STEM or MIS 379: Quantitative Methods for Business and Economics MAT 171: Discrete Mathematics for Computing or MAT 145: Calculus I or MAT 122: Calculus for Social and Behavioral Sciences MIS 270: Data Management for Business or CSC 352: Database Management and Design MIS 375: E-Commerce MIS 479: Business Analytics CSC 310 – Introduction to Data Science 107 Minor in MIS Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from: MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management or ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 108 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Required Marketing Courses: Five courses including: MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing MKT 350 - Consumer Behavior or MKT 354 - Sales Management MKT 355 - Marketing Communications or MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis MKT 355 - Marketing Communications or MKT 357 - Advertising Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 109 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists:     To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Vivian Feng(Chair), Amanda Case, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz ,Michael Wentzel Degree and Major Requirements Bachelor of Arts CHM 115 and CHM 115L- General Chemistry I and Lab CHM 116 and CHM 116L - General Chemistry II and Lab CHM 251 and CHM 251L - Organic Chemistry I and Lab CHM 252 and CHM 252L - Organic Chemistry II and Lab CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab CHM 362 - Physical Chemistry: Macroscopic Theory or CHM 368 - Physical Chemistry: Microscopic Theory CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II 110 4 additional credits from: CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 494 - Topics in Chemistry (2 cr.) CHM 495 - Topics in Chemistry CHM 498 - Independent Study/Research (can be repeated once) PHY 317 – Biophysics 2 credits from: CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. CHM 115 and CHM 115L- General Chemistry I and Lab CHM 116 and CHM 116L - General Chemistry II and Lab CHM 251 and CHM 251L - Organic Chemistry I and Lab CHM 252 and CHM 252L - Organic Chemistry II and Lab CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab CHM 362 - Physical Chemistry: Macroscopic Theory CHM 370 - BioOrganic Chemistry (or a Biochemistry course) CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II COM 115 or COM 111 - a public speaking course One course from: CHM 464 - Advanced Organic Chemistry CHM 482 - Advanced Inorganic Chemistry 2 credits from: CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab 111 Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their academic careers. Bachelor of Science (non-ACS-Approved) CHM 115 and CHM 115L- General Chemistry I and Lab CHM 116 and CHM 116L - General Chemistry II and Lab CHM 251 and CHM 251L - Organic Chemistry I and Lab CHM 252 and CHM 252L - Organic Chemistry II and Lab CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab CHM 362 - Physical Chemistry: Macroscopic Theory or CHM 368 - Physical Chemistry: Microscopic Theory CHM 370, or BIO 369, or other approved biochemistry or chemical biology course CHM 491 - Chemistry Seminar (four semesters) MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II SCI 490 - Integrated Science or other approved Keystone 12-credits from: CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 494 - Topics in Chemistry (2 cr.) CHM 495 - Topics in Chemistry CHM 498 - Independent Study/Research (can be repeated once) PHY 317 - Biophysics 4 credits from: CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Bachelor of Science (American Chemical Society Approved Major) CHM 115 and CHM 115L- General Chemistry I and Lab CHM 116 and CHM 116L - General Chemistry II and Lab CHM 251 and CHM 251L - Organic Chemistry I and Lab CHM 252 and CHM 252L - Organic Chemistry II and Lab CHM 280 and CHM 280L - Quantitative Analytical Chemistry and Lab CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry 112 CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone or other approved Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 121 - General Physics I PHY 122 - General Physics II 4-credits from: CHM 494 - Topics in Chemistry (2 cr.) CHM 495 - Topics in Chemistry CHM 498 - Independent Study/Research (can be repeated once) PHY 317 - Biophysics BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum Modifications section of this catalog for details. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. Departmental Honors BS ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; 4 credits or summer of approved research; participation in seminar. Minor in Chemistry Five courses that must include: CHM 115, 116, CHM 280, and any two other Chemistry courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg. Other Requirements At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor. Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 113 Communication Studies, Film, and New Media Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film, and New Media. Prospective majors should meet with a program advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, Rebecca John, David Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie Film Studies Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Wesley Ellenwood, Darcey Engen, Doug Green, Rebecca John, Elise Marubbio, Jila Nikpay New Media Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher Houltberg, Rebecca John, Emily Lyman, Julie Longo Degree and Major Requirements Communication Studies Major, Bachelor of Arts For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: COM 111 - Public Speaking or COM 112 - Contest Public Speaking or COM 115 - Scientific and Technical Public Speaking COM 120 - Mass Media and Popular Culture COM 254 - Interpersonal Communication or COM 355 - Small Group Communication COM 280 - Introduction to Communication Studies COM 281 - Research Methods COM 329 - Intercultural Communication COM 351 - Argumentation COM 352 - Persuasion COM 490 - Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): 1 to 3 electives from the following (may not count the same course twice): COM 243 - Studio Production COM 247 - Documentary History and Theory COM 260 - Environmental Communication COM 299 - Directed Study COM 321 - Business and Professional Speaking COM 345 - Organizational Communication 114 COM 399 - Internship COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication COM 495 - Communication Topics COM 499 - Independent Study 0 to 2 approved outside electives from another major, for example: ART 132 - Photography I ART 201 - Introduction to Graphic Design ART 215 - Introduction to Web Design BUS 242 - Principles of Management ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism FLM 399 - Internship MKT 252 - Marketing Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of C in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor For transfer students, at least three of these six courses must be courses offered at Augsburg. Six courses including: COM 111 - Public Speaking COM 280 - Introduction to Communication Studies COM 329 - Intercultural Communication COM 351 – Argumentation And two elective courses chosen from the following 4-credit courses: COM 120 - Mass Media and Popular Culture COM 243 - Studio Production COM 247 - Documentary History and Theory COM 254 - Interpersonal Communication COM 260 - Environmental Communication COM 281 - Research Methods COM 299 - Directed Study COM 321 - Business and Professional Speaking 115 COM 345 - Organizational Communication COM 352 - Persuasion COM 355 - Small Group Communication COM 399 - Internship COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication COM 490 - Keystone: Critical Conversations about Vocation COM 495 - Communication Topics COM 499 - Independent Study Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine Core Courses: FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema THR 232 - Acting or THR 233 - Acting for Camera Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Introduction to Web Design ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting FLM 124- Monster Movies FLM 240- Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production 116 FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indian in the Cinema AIS 364 - Indigenous Filmmakers AIS 208/408 - Native American Women and Film ART 240 - Art History Survey ENL 221 - Intermediate Expository Writing About the Arts ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 240 - Introduction to Literary Study ENL 430 - Advanced Studies in Theory and Method FLM 124 - Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts RLN 319 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema New Media Major, Bachelor of Arts The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments. The program fosters learning to manage change in media, creating effective expressions (communications, creative works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study to understand the relationships between technology and culture. The major involves options for courses in art, business, communication, computer science, education, English, music, political science, and more. Students are encouraged to double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path of study as approved by the program advisor. Required of all New Media Majors: NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Internet Law NMS 399 - Internship 117 or NMS 375 Practicum or Internship, Practicum, or Workshop in Concentration NMS 490 - Vocation and New Media or Keystone in Concentration Four courses or 16 credits from the new media electives list: ART 102 - Design ART 124 - Graphic Design Production: InDesign (1cr) ART 125 - Graphic Design Production: Illustrator (1cr) ART 126 - Graphic Design Production: Photoshop (1cr) ART 133 - Introduction to Digital Photo ART 180 - Intro to Community-based Photography ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 226 - Artist Workshop (1cr) ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production CSC 250 - Game Programming on the Web CSC 431 - Intro to AI Robotics CSC 495 - Topics: Mobile Applications EDC 220 - Educational Technology ENL 221 - Intermediate Expository Writing about the Arts ENL 226 - Introduction to Creative Writing ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 241 - Introduction to Cinema Art ENL 290 - Explorations in Language and Theory ENL 324 - Creative Non-Fiction ENL 371 - History of Cinema ENL 427 - Advanced Studies in Media, Ethics, and Theory FLM 180 - Film, Sight, and Sound FLM 240 - Animation FLM 260 - Documentary Production I FLM 495 - Topics: Producer INS 330 - Art Praxis: Social Justice Theory and Practice in the Field INS 331 - Art and Culture in Political, Social and Historical Context MUS 221 - Intro to Music Technology MUS 272 - Human Identity through the Creative Arts MUS 336 - Arts Management and Concert Promotion NMS 230 - Social Media NMS 260 - New Media Production NMS 295 - Topics in New Media NMS 320 - Contemporary New Media Practices NMS 495 - Topics in New Media NMS 499 - Independent Study PHI 260 - Philosophy and the Arts PHY 261 - Electronics POL 342 - Mass Communication and Society POL 495 - Impact of the Internet RLN 216 - Religion and Science in Popular Culture 118 New Media Concentration in Promotional Communication This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make effective use of new media technologies. Students are required to take the New Media core and four of the following courses: COM 120 - Mass Media and Popular Culture COM 480 - Public Relations/Promotional Communication ENL 228 - Broadcast and Online Journalism ENL 427 - Advanced Studies in Media, Ethics, and Theory NMS 230 - Social Media NMS 260 - New Media Production NMS 320 - Contemporary New Media Practices New Media Concentration in Game Design This concentration emphasizes the social significance of computational problem solving within the game narrative and game-based environments. Students are required to take the New Media core and the follow courses: CSC 240 - Networking and Communications CSC 250 - Game Programming on the Web Two from the following: CSC 373 - Symbolic Programming and Artificial Intelligence CSC 495 - Mobile Applications CSC 431 - Intro to AI Robotics New Media Concentration in Web Design This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in design, learn coding, and obtain valuable skills in understanding the impact of such on society. Students are required to take the New Media core and the following courses: ART 124 - Graphic Design Production: InDesign ART 127 - Graphic Design Production: HTML/CSS ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 315 - Graphic Systems POL 495 - Impact of the Internet New Media Minor Four core courses: NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Internet Law Two courses or 8 credits from the new media elective list. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a 119 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a proposal for the honors project. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164 or PHY 119 for Film and New Media majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 120 Computer Science The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Larry Crockett, Erik Steinmetz Degree and Major Requirements Computer Science Major, Bachelor of Arts CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 114 - Precalculus (or MPG 4) MAT 171 - Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I Two electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least one elective must be an upper division course. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or 115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer Science department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms 121 CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 145 - Calculus I MAT 146 - Calculus II Two courses from: MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures (recommended) MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences And three electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least two electives must be upper division courses. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or 115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The Computational Economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from Computer Science, six from Economics, and a required capstone independent study. Students interested in this major should consult with the faculty in Computer Science, in Economics, or one of the coordinators. Coordinator Jeanne Boeh, Department of Economics Major in Computational Economics MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications or CSC 320 - Algorithms or CSC 352 - Database Management and Design CSC 345 - Principles of Computer Organization ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 315 - Money and Banking 122 ECO 318 - Management Science CSC/ECO 499 - Independent Study Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinator David Apolloni, Department of Philosophy Major in Computational Philosophy MAT 171 - Discrete Mathematics for Computing or MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science PHI 410 - Topics in Philosophy or CSC 495 - Advanced Topics in Computer Science One upper division elective in philosophy Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT 171 or MAT 145. Course Grading A course must be completed with a grade of C- or higher to be counted as completing a major or minor requirement. 123 For a complete list of courses and descriptions, see the Course Description Search. 124 Culture and Social Justice Minor The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories, struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized marketplace. Coordinators Andrew Aoki and Elise Marubbio Minor Requirements A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. One introductory course: AIS 105 - Introduction to American Indian Studies ANT 141 - Introduction to Cultural Anthropology CCS 100 - Introduction to Cultural Studies Four courses are required from the four clusters: Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches to understanding globalization and marginalization. One course is required. AIS 208 - Native American Women and Film AIS 364 - Indigenous Filmmakers COM 329 - Intercultural Communication PSY 261 - Personality and Cultural Context SOC 240 - Protest and Social Change: Sociology of Social Movements SOC 265 - Race, Class, and Gender SOC 290 - Cultures of Violence THR 245 - Introduction to Asian and Asian American Theater WST 305* - Introduction to Queer Studies WST 315 - Margins as Center: Feminist Theory WST 324* - Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in which Augsburg resides, and be able to explain how those communities have been shaped by and responded to marginalization. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indians AIS 332 - Native American Storytelling ENL 355* - Themes in American Indian Literature POL 122 - Social Justice in Urban America National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is required. 125 AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indians AIS 264 - American Indian in the Cinema AIS 320 - American Indian Women AIS 332 - Native American Storytelling ART 290/390 - Native American Art ENL 250* - American Voices ENL 251* - Introduction to African American Literature ENL 255* - American Indian Literature ENL 350* - Readings in African American Literature ENL 365* - Contemporary Post-Colonial Fiction HIS 236 - American Indian History HIS 241, 242, 243 - African American History POL 282 - Asian American Politics THR 270 - Introduction to Black Theater Global cluster: Courses in this cluster will help students be able to describe issues and question that cross national boundaries, and the ways that people around the world are adapting to changing environments. One course is required. AIS 305/490† - Indigenous Issues of the Americas [Travel seminar]* ART 100† - special topic on pottery & spirituality; taught in Guatemala* ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art HIS 150/350 - Latin American History HIS 155/355 - Cultural Conflict and Change in Latin America HIS 162/462 - Contemporary South Asia HIS 327† - Racism and Resistance in Southern Africa and the United States* HIS 357†* - Mexican History, Culture, and Cosmovision POL 158 - Introduction to Political Science POL 359* - Topics: Gender and Globalization POL 459* - Topics in Comparative Politics SPA 332* - Latin American Civilizations and Culture WST 250 - Global Perspectives on Gender and Sexuality WST 335†* - Contemporary Latin American Women WST 341†* - Globalization, Social Struggles, and the Environment CGE programs in Mexico, Namibia, and Guatemala can count toward 1 class requirement. Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for Global Education at one of their international locations, while others may be done through a study abroad seminar. Courses marked with an asterisk have one or more prerequisites. One capstone course: In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be able to describe the ways that people around the world adapt to the forces of globalization, and the role that those forces play in creating or reinforcing pressures of marginalization. AIS 405: Indigenous Activism and Resistance in the Americas INS 495: Topics For a complete list of courses and descriptions, see the Course Description Search. 126 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, Computational Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts entry into the field of computer science. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a C- grade. Economics Faculty Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning Degree and Major Requirements Major in Economics, BA ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three four-credit upper division economics electives MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM MAT 114 - Precalculus or MAT 145 - Calculus I 127 or MAT 146 - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ECO 399 - Internship Program or ECO 499 - Independent Study MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM ENL 223 - Writing for Business and the Professions PHI 120 - Ethics or PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics, BA See Computer Science. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing FIN 331 - Financial Management or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business One four-credit upper division Economics course elective One four-credit upper division Business elective 128 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability Theory MAT 374 - Statistical Theory and Applications MAT 324 - Analysis or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences or MAT 377 - Operations Research Two four-credit upper division economics course electives Recommended Courses: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. 129 Minor in Economics ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional four-credit upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 130 Education The Department of Education maintains liberal arts-based teacher education programs that are approved by the Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for:      Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Graduate Master of Arts in Education A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in Education (MAE). Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admissions for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to meet the statutory requirements for a skills exam in reading, writing and math. The Minnesota Basic Skills requirement may be met by providing passing scores on one of the three test batteries (NES, SAT, or ACT Plus Writing). Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (basic skills, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. 131 Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply through the Study Abroad and Study Away Office in the Center for Global Education and Experience. Education Faculty Margaret Finders (Chair), Joseph Erickson, Jennifer Diaz, Jeanine Gregoire, Audrey Lensmire, Rachel Lloyd, Cari Maguire, Susan O’Connor, Donna Patterson, Christopher Smith, Barbara West, Terrance Kwame-Ross, Joaquin Munoz, Kaycee Rogers, Jason Lukasik 132 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite. MAT 137 - Mathematics for Elementary Teachers I (fall) MAT 138 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World or ENV 120 - Environmental Science and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World or ENV 120 - Environmental Science Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EED 225 - Foundations of Literacy 133 Foundations Block II EDC 310 - Learning and Development in an Educational Setting Methods Block I (Courses from this point on require admission to the department) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 386 - K-6 Methods: Children’ Literature Methods Block II EED 336 - Advanced Literacy Methods** EED 341 - K-6 Methods: Art EED 342 - K-6 Methods: Music EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major. EDC 481 - Student Teaching: Initial License (12-14 weeks) EED 489 - Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study COM 254 - Interpersonal Communication or COM 329 - Intercultural Communication or COM 351 - Argumentation or COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** EDC 482 - Student Teaching: Endorsement Social Studies (5-8th grade) POL 121 - American Government and Politics HIS 120 - America to 1848 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - Decolonizing Asia and Africa 134 or PSY 105 - Principles of Psychology or SOC 121 - Introduction to Sociology or ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** EDC 482 - Student Teaching: Endorsement Mathematics (5-8th grade) MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I MAT 163 - Introductory Statistics or MAT 164 – Introductory Statistics for STEM MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Endorsement General Science (5-8th grade) BIO 102 - The Biological World BIO 121 - Human Biology CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** EDC 482 - Student Teaching: Endorsement Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as C or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary Education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 135 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening* framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing Modern language pre-requisites (2 years high school or 1 year college language) Required Education Courses for ESL: EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EDC 410 - Learners with Special Needs** ESE 325 - Creating Learning Environments ** EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** ESL Major Courses ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy** ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ** ESL 490 - Language, Culture, and Schools (Keystone requirement) EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 136 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology Foundations Block II EDC 310 - Learning and Development in an Educational Setting Courses from this point and on require admission to the Education Department. Methods Block I ESE 300 - Reading/Writing in the Content Area** ESE 325 - Creating Learning Environments** Methods Block II ESE 3XX - K-12 or 5-12 Methods in Content Area** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block EDC 481 - Student Teaching: Initial License (12-14 weeks) or EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar 137 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of C or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 138 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field service requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Special Education Coordinator: Susan O’Connor Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EED 225 - Foundations of Literacy (Students must be admitted to Education Department to take courses beyond this point) EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 336 - Advanced Literacy Methods** EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EDC 410 - Learners with Special Needs** EDC 330 - Building the Public Good: Public Achievement and Organizing I EDC 331 - Practicum in Public Achievement I EDC 332 - Building the Public Good: Public Achievement and Organizing II EDC 333 - Practicum in Public Achievement II SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar 139 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 - Learners with Special Needs** EDU 491 - Practicum and Seminar in Special Education** PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective Choose one from the following: PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development PSY 253 - Aging and Adulthood Choose one from the following: PSY 357 - Behavior Analysis PSY 359 - Assessment SOC 265 - Race, Class and Gender SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 140 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the Writing Lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Robert Cowgill (Chair), Stephan Clark, Douglas Green, Sarah Groeneveld, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga Wanyama, Cary Waterman Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and theory; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and 141 Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater, and Gender, Sexuality, and Women’s Studies. This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Minor in Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater. To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 320, 321 - Fiction One, Fiction Two or ENL 322, 323 - Poetry One, Poetry Two ENL 420 - Advanced Studies in Writing (Keystone) ART 215 - Introduction to Web Design or ART 201 - Introduction to Graphic Design One elective from: ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism ENL/FLM 229 - Screenwriting ENL 320 - Fiction One ENL 322 - Poetry One ENL 324 - Creative Non-Fiction ENL/THR 325 - Playwriting I ENL 396 - Internship in Teaching Writing 142 ENL 397/399 - Internship An approved ACTC creative writing course Minors in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410, and 430 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): COM 111 - Public Speaking COM 254 - Interpersonal Communication COM 351 - Argumentation One of COM 120, COM 243, or POL 342 Special Methods (two courses): ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. 143 Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: GST 200, MAT 163, MAT 164, or PHY 119 Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Service Courses The department offers these service courses for students as required by a placement test. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. 144 The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course. For a complete list of courses and descriptions, see the Course Description Search. 145 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies— of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, communications and history, Environmental Studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg University’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Christina Erickson (Social Work), Matthew Beckman (Biology), Kristen Chamberlain (Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith Gilsdorf (Economics), David Hanson (Chemistry), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science Director), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major Standard Track Requirements Core courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science SWK 210 - Environmental Justice and Social Change POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or SOC 381 - City and Regional Planning COM 260 - Environmental Communication or RLN 333/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ECO 365 - Environmental Economics ENV Internship (ENV 396, 397, 398, or 399) ENV 492 - The City and Environment Keystone or ENV 490 - Environmental Studies Independent Project (Keystone) 146 Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II HECUA Track Requirements ENV 100 - Environmental Connections SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication or RLN 333/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) ENV 492 - The City and Environment Keystone or ENV 490 - Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution, and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II Environmental Studies Minor Five courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science Complete three courses from at least two of the four divisions: Humanities COM 260 - Environmental Communication ENL 270 - Themes HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History RLN 333/WST 313 - Environmental Theology and Ethics (CGE) Social Sciences ECO 365 - Environmental Economics ENV 310 - Environmental Politics Field Seminar POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) SOC 380 - Disaster and Resilience Professional Studies SWK 210 - Environmental Justice and Social Change 147 Natural Sciences BIO 152 - Evolution, Ecology, and Diversity BIO 481 - Ecology CHM 115 - General Chemistry I Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 148 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 - Internship The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. 149 Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Sexualities WST 305 - Introduction to Queer Studies Elective Courses in Sexuality Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 315 - Margins as Center: Feminist Theory HPE 316 - Human Sexuality WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 - Margins as Center: Feminist Theory Elective Courses in Global Women’s and Gender Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 281/481 - Topics WST 313 - Environmental Theology and Ethics (CGE) WST 341 - Globalization, Social Struggles and the Environment (CGE) WST 357 - Mexican History, Culture and Cosmovision (CGE) WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa WST 366 - Latin American Liberation Theologies (CGE) AIS 208/408 - Native American Women and Film AIS 233 - Women: A Cross-Cultural Perspective AIS 305 - Indigenous Issues of Central America AIS 320 - American Indian Women ENL 365 - Contemporary Post Colonial Fiction HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. 150 Transfer Students Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 151 Health, Physical Education, and Exercise Science All students at Augsburg University will interact at some point during their experience with the Department of Health, Physical Education, and Exercise Science. Departmental goals include providing quality experiences and preparation for careers in education and allied health and fitness professions, along with an education that leads to lifelong participation in wellness activities. The department ensures that all students - recreational participants as well as student athletes will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in schools and in allied professions. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Faculty Eileen Kaese Uzarek (Chair), Chris Brown, Anthony Clapp, Carol Enke, Jill Everett, Aaron Griess, Melissa Lee, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut , Kassondra Valek, Steve Verlennich, Jackie Voigt Degree and Major Requirements Health Education Major HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 152 Health Education Minor HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix. Physical Education Major HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science 153 HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C in all required courses with an HPE prefix. Exercise Science Major, BA HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 220 - Motor Learning and Development HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. 154 HPE 104 - Components of Fitness HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Exercise and Health Psychology HPE 275 - Prevention and Care of Athletic Injuries HLTH 345 - Nutrition for Health (St. Thomas) HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone Supporting courses: BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 353 - Comparative Vertebrate Anatomy BIO 473 - Animal Physiology CHM 115 and CHM 115L- General Chemistry I and Lab CHM 116 and CHM 116L - General Chemistry II and Lab EXSS 4300 - Advanced Biomechanics (St. Catherine) MAT 114 - Precalculus INDI 2220 - Medical Terminology (St. Catherine) HPE 220 - Motor Learning and Development PHYS 1080 - Physics for Health Science I (St. Catherine) PHYS 1090 - Physics for Health Science II (St. Catherine) PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 155 History History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman Degree and Major Requirements History Major Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. History Area Courses     Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM120 Modern Europe: HIS102, 103, 282, 348, 352, or 354 United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343 Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474 Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. 156 Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 157 Honors Program – HON Introduction The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu, (612-330-1560) or Phil Adamo, Honors Program director, at adamo@augsburg.edu. Honors Program Recognition Students who complete the Honors Program requirements receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg.edu/honors. Students applying for the Honors Program also automatically apply for the University’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted credit. Contact Academic Advising or the Honors Program director for further information. Students may enter the Honors Program at any point in their academic career, so long as they have the time left to complete the 28 credits needed to satisfy the Honors requirements. This usually means by the start of their junior year. All Honors students must complete the three required, 4-credit courses (HON 120, HON 130, and HON 490), and the junior colloquium (HON 340). Honors Program Requirements   All Honors students must complete the University’s General Education core requirements, including RLN 100, RLN 200, ENL 111, and two Liberal Arts Foundation (LAF) courses in each of the four disciplinary areas (Humanities, Fine Arts, Social and Behavioral Science, Natural Science and Mathematics). Unless exempt, Honors students must also fulfill the foreign language and physical education requirements. Some Honors courses, both required and elective, may also satisfy Gen Ed requirements. Students should use this circumstance to their advantage where it helps them toward degree completion. For example, students may take 158     HON 100, HON 200, or HON 111 to fulfill the Gen Ed requirements met by RLN 100, RLN 200, or ENL 111, respectively. At the same time, exemption from certain Gen Ed requirements does not mean exemption from Honors requirements. For example, students may be exempt from the Humanities LAF, but this does not make them exempt from taking HON 130-Liberating Letters, which all Honors students must take, usually in their first year. In order to graduate with the Honors Program distinction, all Honors students must participate in a substantial research process. This may be accomplished in a variety of ways, including HON 260 Honors Review, HON 470 Independent Research Collaboration, and URGO summer research. All Honors students must complete 28 credits in Honors to meet the Honors requirements for graduation. Students may transfer up to 8 credits from another institution toward their total of 28 Augsburg Honors credits. Transfer credits may come from AP, IB, PSEO, or other courses, through pre-established reciprocity agreements, participation in a chapter of the PTK community college honors society, or a portfolio of leadership activities. All transfer credits are subject to the approval of the Honors director. (This effectively means that some students may only take 20 Honors credits at Augsburg.) Honors Co-Curricular Activities Honors Houses All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses:     The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and Augsburg experiences. Augsburg Honors Review Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Student Leadership Opportunities Students elected to leadership within their Honors House may serve as house presidents or serve in other program leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include:  Student-created courses (created in collaboration with faculty) 159     Full course (10-20 students) Reading Groups (29 students) Individual Reading and Examination (individual study) Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council member or the Honors Program director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the Honors Council for review. Honors Curriculum These courses may best be taken in the order listed below, but can be taken out of order if scheduling conflicts require it. First year at Augsburg: Fall Required course: HON 120 - Scholar Citizen (includes theater lab, satisfies speaking skill and critical thinking skill requirements) Electives that also satisfy Gen Ed requirements: HON 100 - Religion, Vocation, and the Search for Meaning I First year at Augsburg: Spring Required course: HON 130 - Liberating Letters (also satisfies humanities LAF and speaking skill) Electives that also satisfy Gen Ed requirements: HON 111 - Effective Writing for Liberating Letters (also satisfies effective writing requirement) Subsequent years at Augsburg Required course: HON 340 - Junior Colloquium (taught over two semesters by the Honors Director; P/N grading, fulfills Honors Grants, Fellowships, and Awards application requirement) Electives that also satisfy Gen Ed requirements: HON 200 - Religion, Vocation, and the Search for Meaning II HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) HON 230 - Arts and the City (satisfies fine arts LAF) HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) HON 250 - Social Scientist (satisfies social and behavioral sciences LAF) Other Electives: HON 380 - Student Created Learning Experience (1, 2, or 4 credits) HON 499 - Independent Study (1, 2, or 4 credits. These may be fulfilled by one summer of URGO research, independent study within a department, an internship within a department, or completing a departmental honors project.) All HON 499 courses are subject to the approval of the Honors director. Certain courses cross-listed in other departments 160 Final year at Augsburg: Fall or Spring Required course: HON 490 - Honors Senior Seminar Electives: As needed For a complete list of courses and descriptions, see the Course Description Search. 161 Interdisciplinary Studies Bachelor of Arts in Interdisciplinary Studies The B. A. in Interdisciplinary Studies degree includes the following requirements:        A student must complete at least 40 credits for the major. Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include 4 credits of 200-level language courses. A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a 300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are typically part of a major in that field). If a student elects to have two concentration fields of study, the student will take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from each of two different course prefixes). A student must also complete all core and signature curriculum requirements. A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not included in the 40 credit total.) Options include: o A capstone/keystone course in one of their concentration disciplines; o An internship or faculty mentored research and KEY 490; or o An independent study capstone experience and KEY 490. A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this major in consultation with the Director of Assessment and the Director of General Education by April 2017. The name of the major noted on the transcript with by Interdisciplinary Studies, and the concentration(s) will be noted on the transcript. The faculty advisor will assist the student in determining which of the institutional learning outcomes align with the proposed major. Each major will include at least 3 institutional student learning outcomes. a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context d. identify the broad foundations for sustainable living and apply them in demonstrable ways e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts All Interdisciplinary Studies majors will include the following learning outcome. h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more fields studied in depth The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a major plan. Specialized training will be developed for faculty advisors who are working with students in this major developed with input from Academic Advising, the Director of General Education, and the Director of Assessment. Having one faculty advisor will ensure the consistency of the information for the student and can be accommodated by our current academic management software. The major plan will be approved by the advisor, the department chair of each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the Registrar. 162 For a complete list of courses and descriptions, see the Course Description Search. 163 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements International Relations Major Required core courses: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - Decolonizing Asia and Africa POL 158 – Introduction to Political Science or POL 160 - World Politics POL 490 - International Relations Keystone or KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: ANT 141 - Introduction to Cultural Anthropology INS 225 - Introduction to Islam POL 241 - Environmental and River Politics SWK 230 - Global Peace and Social Development WST 250 - Global Perspectives on Gender and Sexuality or one additional upper division course from the list of required electives listed below. Two of the following: HIS 332 - History of United States Foreign Relations POL 368 - Model United Nations POL 459 - Topics: Comparative Politics POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362 - International Business BUS 465 - International Management COM 329 - Intercultural Communication 164 ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Modern Britain and Ireland HIS 440 - Topics in World History HIS 474 - World and the West MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology RLN 276 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the International Relations major, three of the following courses: BUS 362 - International Business BUS 465 - International Management FIN 460 - International Finance MKT 466 - International Marketing One of the following: ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. 165 Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - Decolonizing Asia and Africa POL 158 - Introduction to Political Science or POL 160 - World Politics HIS 332 - History of United States Foreign Relations or POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg University), the Center for Global Education, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. POL 160 - World Politics SWK 230 - Global Peace and Social Development Two upper division electives from: ECO 365 - Environmental Economics ECO 495 - Topics ENL 365 - Contemporary Post-Colonial Fiction HIS 332 - History of United States Foreign Relations HIS 346 - Namibia and South Africa: A Historical Perspective HIS 350 - Latin American History INS 312 - The Politics of Development in Southern Africa POL/WST 341 - Globalization, Social Struggles and the Environment POL 353 - Political and Social Change in Namibia RLN 333 - Environmental Theology and Ethics RLN 336 - Latin American Liberation Theologies RLN 376 - The Church and Social Change in Southern Africa SOC 240 - Protest and Social Change: The Sociology of Social Movements 166 Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 167 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing the University’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, and Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Ojibwe, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Michael Kidd (Chair), Cédric Briand, Randi Cowmeadow, Sarah Degner-Riveros, Randy Gresczyk, Diane McDonagh, Kate Reinhardt, Joseph Towle, John Van Cleve Degree and Major Requirements Language Major CCS 100 - Introduction to Cultural Studies 9 courses above 211 including: One course in literature KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: CCS 100 - Introduction to Cultural Studies CCS 399 - Internship KEY 480 - Topics in Global Interdependence Language requirement: Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 168 One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department Electives: Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of C- or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 169 Leadership Studies Minor The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to tie their experiences with the academic study of leadership. Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take 10 courses to complete the MA instead of 11. Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these courses may have a prerequisite. LST 205 - Introduction to Leadership Studies LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in organizations. At least one course from each area. Courses must be selected from at least two different departments. Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note: some of these courses may have prerequisites. Communication Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a director approved elective: COM 321 - Business and Professional Speaking COM 345 - Organizational Communication COM 355 - Small Group Communication COM 480 - Public Relations/Promotional Communication ENL 220 - Intermediate Expository Writing ENL 385 - Language and Power Director approved elective Cultural Competence in Organizations All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at least one of the courses below, or a director approved elective: COM 329 - Intercultural Communication INS 359 - Political Sociology of Building Power, Change, and Equity SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SWK 280 - Diversity and Inequality in Professional Practice Approved CGEE Study Abroad Course Director approved elective For a complete list of courses and descriptions, see the Course Description Search. 170 Mathematics and Statistics Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in Mathematics. Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to complete a major in Actuarial Science at University of St. Thomas, offered through ACTC. Mathematics and Statistics Faculty Suzanne Dorée (Chair), Pavel Bělík, , Richard Flint, Matthew Haines, Jody Sorensen, John Zobitz Degree and Major Requirements Mathematics Major, BA Nine courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) A “theoretical structures” course from: MAT 304 - Graph Theory MAT 314 - Abstract Algebra MAT 324 - Analysis Other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Students must earn a grade of C- or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. 171 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their faculty advisor about potential additional skills courses needed. Mathematics Major, BS Twelve courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,, MIS 379, PSY 215, SOC 362 may count). These seven electives must include a(n):  “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.  “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.  “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, MAT 394, MIS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas:        Biological Sciences: one of MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT 163 and MAT 164 may count). Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355, MAT 369; a fifth course from this list. Statistics: One of MAT 163, MAT 164, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the 172 department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of C- or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the BS major, but the electives must include: ESE 330 5-12 - Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra MAT 324 - Analysis an “Applied Project” course One of the following: MAT 163 - Introductory Statistics MAT 164 – Introductory Statistics for STEM MAT 373 - Probability Theory At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are: MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I One of the following: MAT 163 - Introductory Statistics MAT 164 – Introductory Statistics for STEM or MAT 373 - Probability Theory MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 331 - Middle School Methods: Mathematics Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics and Statistics To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.0, complete a project with 173 significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics and Statistics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics and Statistics Department chair at least one year prior to graduation. Specific requirements are available from the department. Pi Mu Epsilon Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 - Calculus I MAT 146 - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Alternatively students may complete a minor by taking the six courses: MAT 145 - Calculus I MAT 146 - Calculus II MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics Students must earn a grade of C- or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Statistics Minor Six courses or five courses and a research experience or internship, as detailed below: An introduction to statistics - one of: MAT 163 - Introduction to Statistics MAT 164 - Introduction to Statistics for STEM MIS 379 - Quantitative Methods for Business and Economics PSY 215 - Research Methods and Statistics I SOC 362 - Statistical Analysis MAT 213 - Data Visualization and Statistical Computing MAT 273 - Statistical Modeling A project-based statistics course - one of: BIO 481 - Ecology ECO 490 - Research Methods in Econometrics MAT 374 - Statistical Theory and Applications MKT 352 - Marketing Research and Analysis POL 483 - Political Statistics and Methodology PSY 315 - Research Methods and Statistics II SOC 363 - Research Methods Two electives chosen from the following: 174 MAT 373 - Probability Theory MAT 394 - Topics in Statistics No more than one of the following: CSC 170 - Introduction to Programming CSC 352 - Database Management and Design CSC 310 - Introduction to Data Science MIS 270 - Data Management MIS 479 - Business Analytics POL 483 - Political Statistics & Methodology A second project-based course: BIO 481 - Ecology ECO 490 - Research Methods in Econometrics MAT 374 - Statistical Theory and Applications MKT 252 - Marketing Research & Analysis POL 483 - Political Statistics and Methodology PSY 315 - Research Methods and Statistics II SOC 363 - Research Methods No more than one of the following, with prior approval from the Mathematics and Statistics Department: PSY 491 - Advanced Research Methods Advanced statistics electives taught in the ACTC or in transfer An undergraduate research experience or internship using statistics Either the project-based course or one of the electives must be taught by a content department other than Mathematics and Statistics. Students interested in graduate work in statistics are encouraged to select MAT 373 Probability Theory as one elective and MAT 374 Statistical Theory and Applications as the project-based course, and also to complete MAT 145 Calculus 1, MAT 146 Calculus 2, MAT 245 Calculus 3, and MAT 246 Linear Algebra -- which completes a mathematics minor. Math Placement Group (MPG) Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. MPG measures student’s current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3), Precalculus (MPG 4), and Calculus I (MPG 5). Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics subscore, illustrated below. Students who have recently completed a mathematics course at another college or university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1 or MPG 2 are expected to take the Math Placement Exam. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg University. Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to advance to MPG 2. Students in MPG 2 take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. 175 ACT Math Subscore Initial Math Placement Required Math Placement Exam 18 and below MPG 1 Basic Math; Algebra 19-21 MPG 2 Algebra 22-23 MPG 2 Algebra 24-25 MPG 3 No exam needed 22-25 and successful high school precalculus, trigonometry, or calculus MPG 3 Precalculus (if seek MPG 4) 26+ and successful high school precalculus, trigonometry, or calculus MPG 4 No exam needed Prerequisites A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics course. For a complete list of courses and descriptions, see the Course Description Search. 176 Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find an ideal context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Degree and Major Requirements Major Eleven courses, including: Six core requirements: HUM 120 - Medieval Life in 12th-Century Europe LAT 101 - Beginning Latin I LAT 102 - Beginning Latin II HIS 369 - The Early and High Middle Ages HIS 370 - The Late Middle Ages to 1648 HUM 490 - Keystone: Medieval Studies Project One of the following literature courses: ENL 330 - Shakespeare ENL 332 - British Literature: Renaissance and Reformation ENL 360 - The Classical Tradition ENL 361 - The Medieval World SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: HIS 378 - Medieval Church PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy RLN 342 - Martin Luther and the Reformation One of the following history of arts courses: ART 386 - Medieval Art ART 387 - Renaissance and Baroque Art MUS 231 - History and Literature of Music I THR 361 - Theater History and Criticism I Two electives from the following courses: 177 HIS 374 - Medieval Crusades HIS 440 - Topics in World History: Monks and Heretics POL 380 - Western Political Thought SPA 331 - Spanish Civilization and Culture Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Requirement Students must take one year of college-level Latin as part of the major. In addition, students must take one year of a college-level, modern language in which medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the Modern Language Core Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. Minor Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). For a complete list of courses and descriptions, see the Course Description Search. 178 Music The Music Department at Augsburg University offers education for music professions in the context of a liberal arts curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal Arts Foundation requirements. Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Faculty Full-time Daniel Albert, Jill Dawe, Susan Druck, Annie Heiderscheit, Roberta Kagin, Merilee Klemp, Emma Moonier, Reinaldo Moya, Erika Svanoe, Sonja Thompson Part-time Faculty Trudi Anderson, Matt Barber, Thomas Bartsch, Jon Campbell, Deborah Carbaugh, Lynn Erickson, Erin Fox, Jennifer Gerth, Edward Godbout, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Linh Kauffman, Mark Kausch, Kathy Kienzle, Ben Krywosz, Katie Lindenfelser, Steve Lund, Kameron Markworth, Lindsay Markworth, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Barbara Nordstrom-Loeb, Rick Penning, O. Nicholas Raths, Mark Sedio, Andrea Stern, Matthew Wilson Consulting Chair David Myers Fine Arts Coordinator Cathy Knutson Departmental Administrator Tina Brauer Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music Performance Major Music Education Major (P-12 state licensure; community music) Bachelor of Science Music Therapy Major 179 Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy Association requirements for becoming a Board Certified Music Therapist (MT-BC). Music Minors Music Music Business Degree and Major Requirements All students interested in majoring in music should consult with the music department prior to or during their first semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University. Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Students interested in a double major within music or between music and another discipline should consult with their advisors before undertaking relevant course work. Music Core MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II MUS 331 - Music of the Baroque Era or MUS 332 - Music of the Classical Era or MUS 333 - Music of the Romantic Era or MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital Performance Study on the principal instrument or voice in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music 180 Additional Requirements (refer to the Music Department Student Handbook for detail)  Pass a piano proficiency test or MUS 238 - Class Piano 4  Pass a sophomore/transfer music major qualifying jury  Complete the Music Department degree application Graduation Skills Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in Performance Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, MAT 163, or MAT 164. Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded throughout the offered courses and are met by completing the major. Bachelor of Arts, Music Major, Concentration in Music Business Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, Bachelor of Arts Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty advisor: Reinaldo Moya Music Core, Additional Requirements and the following: MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice from: Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Music Business Concentration, Bachelor of Arts The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, 181 promotion, the recording industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Music Core, Additional Requirements and the following: ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business BUS 242 - Principles of Management or BUS 254 - Entrepreneurship or BUS 200 - Exploring Business as a Vocation MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 335 - Music Business MUS 336 - Arts Management and Concert Promotion MUS 408 - Current and Future Issues in the Music Industry MUS 399 - Internship or BUS 399 - Internship MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice *Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument or voice may petition the department. Business Administration with Specialization in Music Business, Bachelor of Arts See Business Administration for requirements. Music Education Major, Bachelor of Music A fully accredited program (Minnesota Board of Teaching), the Music Education major offers students preparation for becoming licensed school music teachers and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota Board of Teaching; those not pursuing licensure have a wider range of options for their degree programs. All course requirements in and beyond music must be complete prior to the student teaching semester. Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA of at least 2.75. Approval for student teaching requires an overall minimum academic GPA of 2.75 and a music GPA of 2.75. In addition to grades, applicants for student teaching placements are reviewed for appropriate professionalism, dispositions, and attitudes for school settings. Music Core, Additional Requirements and the following: MUS 311 - Composition I MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 459 - Senior Recital HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology 182 EDC 310 - Learning and Development in an Educational Setting ESE 300 - Reading/Writing in the Content Area ESE 325 - Creating Learning Environments ESE 370 - K-12 Methods: Music EDC 410 - Learners with Special Needs EDC 490 - School and Society EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar MUS 355 - Music Methods: Strings MUS 356 - Music Methods: Brass and Percussion MUS 357 - Music Methods: Woodwinds MUS 359 - Music Methods: Vocal Choose one of the following areas of emphasis: Vocal Emphasis: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 342 - Choral Conducting MUS/THR 235 - Skills of Music Theater Instrumental Emphasis: MUS 344 - Instrumental Conducting Music elective or approved courses Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis**. MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice ) MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice) Large Ensemble - seven semesters on the principal instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major ** Music Education majors whose principal instrument is piano, organ, or guitar are required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty advisor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice 183 *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: MUS 356 - Music Methods: Brass/Percussion or MUS 357 - Music Methods: Woodwinds or MUS 355 - Music Methods: Strings MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, BS Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music therapy courses is required. Faculty Advisor: Emma Moonier Requirements: Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following: MUS 135 - Class Piano 1 MUS 136 - Class Piano 2 MUS 152 - Class Voice MUS 158 - Class Guitar 1 MUS 237 - Class Piano 3 MUS 238 - Class Piano 4 MUS 258 - Class Guitar 2 MUS 271 - Introduction to Music Therapy MUS 273 - Functional Music Skills MUS 315 - Psychology, Culture, and Community in Music MUS 340 - Music Therapy Methods I MUS 345 - Music Therapy Methods II MUS 374 - Music Therapy Practicum 184 MUS 375 - Music Therapy Practicum MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes MUS 385 - Music Therapy Clinical Improvisation MUS 458 - Senior Recital MUS 474 - Music Therapy Practicum MUS 475 - Music Therapy Practicum MUS 480 - Music Therapy Senior Seminar MUS 481 - Music Therapy Clinical Internship BIO 103 - Human Anatomy and Physiology PSY 105 - Principles of Psychology PSY 203 - Lifespan Development PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Pass guitar proficiency test, piano proficiency test, and voice proficiency test * Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following:   Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency, piano proficiency, and voice proficiency Music Minor Faculty Advisor: Merilee Klemp Requirements: MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 341 - Basic Conducting MUS 231 - History and Literature of Music I or MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting Other music courses may be approved by departmental petition MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the principal instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Submit a Music Department application for minor by spring semester, sophomore year 185 Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Requirements: ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 335 - Music Business MUS 408 - Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: MUS 336 - Arts Management and Concert Promotion BUS 301 - Business Law BUS 254 - Entrepreneurship Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to complete the project by spring break of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. For a complete list of courses and descriptions, see the Course Description Search. 186 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the general education requirements of the University, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) SCI 106 - Introductory Meteorology BIO 121 - Human Biology BIO 102 - The Biological World PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II CHM 115 - General Chemistry I CHM 116 - General Chemistry II *See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines. Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. For a complete list of courses and descriptions, see the Course Description Search. 187 Nursing (BSN) Bachelor of Science Completion The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. No longer do nurses practice only in hospitals, they are moving into communities, corporations, faith-based organizations, schools, rehabilitation centers and long term care facilities. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons and communities across the lifespan. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as they are able. Mission Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to uphold and improve health and human potential among persons, families, groups and communities across care settings with particular emphasis on health inequities locally and globally. Program Goals The program goals at the baccalaureate level:    Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in contemporary and emerging roles. Provide a sound scholarly foundation for transformative nursing practice and graduate study. Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a vocation of professional service in a global society. Department of Nursing Faculty Martha Aleman, Kathleen Clark, Kaija Freborg, Rebecca Hartwig, Cheryl Leuning, Virginia McCarthy, Kristin McHale, Joyce Miller (Chair) Staff: Sharon Wade, Linden Gawboy Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management 188 A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses per semester, based on personal choice. Students will be assigned to a nursing faculty adviser to develop a plan of study. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg University from other colleges or universities. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students interested in pursuing the Nursing major should consult with BSN admissions staff in the Admissions Office for assistance applying. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:        Completed application Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Evidence of HIPAA training Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. o Students may apply to Augsburg prior to completion of their degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Credit for Previous Nursing Courses Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in recognition of their previous lower division nursing coursework if the following standards are met:   Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States requires a professional credit evaluation. See the International Students section of this catalog for details about how to submit this evaluation. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted 189 CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on alternate weekday evenings for four-hour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses and practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended to work with an academic advisor for advice on liberal arts courses. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the Latin Honors section in Academic Information. Accreditation The BSN program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Doctor of Nursing Practice programs at Augsburg. Augsburg is accredited by The Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. For a complete list of courses and descriptions, see the Course Description Search. 190 Philosophy Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty David Apolloni (Chair), Larry Crockett, Markus Führer, Marit A. Peterson, Judith Stack-Nelson, Bernard Walker Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 - Logic or PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Four courses must be upper division Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language requirement The Philosophy Department has no specific language requirement besides the one of the University, but it recommends for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor. Major in Computational Philosophy In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts 191 perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for more information. Departmental Honors Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from: PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy For a complete list of courses and descriptions, see the Course Description Search. 192 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson (Chair), Mark Engebretson (professor emeritus), Jeffrey Johnson (professor emeritus), Ben Stottrup Physics Research Staff: Jennifer Posch Degree and Major Requirements Physics Major, BA PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II Two elective physics courses above PHY 122 MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences 193 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 261 - Electronics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II Two from the following: PHY 317 - Biophysics PHY 320 - Introduction to Space Physics PHY 352 - Mechanics II PHY 420 - Plasma Physics PHY 430 - Introduction to Solid State Physics PHY 486 - Quantum Mechanics CHM 115 & 115L - General Chemistry I CHM 116 & 116L - General Chemistry II MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma Physics. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM, BIO, or MAT 499), and one elective from the following: 194 BIO 253 - Introductory Cellular Biology BIO 355 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 486 - Immunology CHM 353 - Quantitative Analytical Chemistry CHM 367 - Properties of Polymers CHM 368 - Physical Chemistry: Microscopic Theory CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences PHY 327 - Special Functions of Mathematical Physics PHY 430 - Introduction to Solid State Physics Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Final project submissions are due to April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone 195 Two additional physics courses above 122; PHY 261 recommended MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics CHM 115 - General Chemistry I CHM 116 - General Chemistry II Physics Minor Seven courses including: PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II Three elective physics courses above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 196 Political Science Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. The major prepares you for many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the non-profit sector, education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. The Model UN program, which travels annually to New York, is a highlight for many students. Our majors experience an education which can extend from the classroom to the surrounding community to places around the world. Our experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom (Pre-Law Advisor), Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A C- minimum grade is required in all courses taken for the major. Political Science Major Ten courses: POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: POL 121 - American Government and Politics POL 122 - Social Justice in Urban America POL 160 - World Politics POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs, 197 with the permission of the department. POL495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course.      Area 1 – American Government and Politics: POL325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL350, 359, or 459 Area 3 – International Politics: POL368, 461, or 490 Area 4 – Public Law: POL370 or 371 Area 5 – Political Theory and Analysis: POL380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Electives (five total): Three courses from the choices below: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought POL 381 - Topics: Democratic Theory And two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics POL 121 - American Government and Politics or POL 122 - Social Justice in Urban America POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior ECO 490 - Research Methods in Econometrics or POL 483 - Political Statistics and Methodology or SOC 362 - Statistical Analysis 198 POL 484 - Political Analysis One Course from the Following: POL 121 - American Government and Politics POL 122 - Social Justice in Urban America POL 124 - American Women and Politics POL 158 - Introduction to Political Science POL 160 - World Politics POL 170 - Law in the United States Four Courses from the Following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 370 - Constitutional Law POL 371 - Topics POL 381 - Topics: Democratic Theory POL 421 - Topics: American Politics POL 461 - Topics: International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Plus an internship, usually taken as POL 399. Notes  If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections.  If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections.  Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.  The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member.  Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) American Government and Politics (II) Comparative Politics and Analysis (III) International Politics (IV) Public Law (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. 199 Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/N). Exceptions may be made in extraordinary circumstances. Political Science Minor Five courses, including: POL 121 - American Government and Politics or POL 122 - Social Justice in Urban America or POL 170 - Law in the United States POL 158 - Introduction to Political Science And at least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor Four Required Courses: POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Two electives from the following: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor Core courses: POL 121 - American Government and Politics or POL 122 - Social Justice in Urban America POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 381 - Topics in Democratic Theory POL 421 - Topics in American Politics POL 461 - Topics in International Politics 200 ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Notes    POL 140 can be substituted for POL 122, with advisor approval. If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 - Principles of Macroeconomics (elective for social science core) ECO 113 - Principles of Microeconomics (elective for social science core) ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics One other upper division Economics course Education Courses: EDC 200 - Orientation to Education in an Urban Setting (required for licensure) ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: POL 121 - American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 201 Psychology Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Henry Yoon (Co-Chair), Stacy Freiheit (Co-Chair), Ben Denkinger, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Brian Rood, Nancy Steblay Degree and Major Requirements Psychology Major The major is 10 courses including: PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II At least one course from the following: PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 355 - Biopsychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues Professional Perspectives: PSY 400 - Keystone Internship At least one course from the following: PSY 201 - Health Psychology PSY 235 - Psychology and Law PSY 263 - Sports Psychology PSY 282 - Industrial and Organizational Psychology PSY 357 - Behavioral Analysis PSY 359 - Assessment PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology Electives (three courses in psychology) 202 Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology PSY 315 - Research Methods and Statistics II PSY 385 - Counseling Psychology PSY 400 - Keystone Internship At least two courses from the following: PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 355 - Biopsychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues At least one course from the following: 203 PSY 261 – Personality and Cultural Context PSY 359 - Assessment Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas- research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County courts. PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 235 - Psychology and Law PSY 262 - Abnormal Psychology PSY 315 - Research Methods and Statistics II PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 360 - Psychology Laboratory PSY 400 - Keystone Internship PSY 491 - Advanced Research Seminar SOC 277 - Introduction to Criminology At least one course from the following: PSY 359 - Assessment PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology At least one course from the following: POL 170 - Law in the United States POL 370 - Constitutional Law Concentration in Social Psychology Both the Psychology and Sociology Departments offer courses relevant to students with interests in social psychology. The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is ideal for graduate school preparation. PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 325 - Social Behavior PSY 400 - Keystone Internship SOC 121 - Introduction to Sociology SOC 375 - Social Psychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues At least one course from the following: 204 PSY 201 - Health Psychology PSY 235 - Psychology and Law PSY 263 - Sports Psychology PSY 282 - Industrial and Organizational Psychology PSY 357 - Behavior Analysis PSY 359 - Assessment PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology Electives (three additional courses in psychology) Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including: PSY 105 - Principles of Psychology Four additional PSY electives A minimum of two courses must be taken at Augsburg. If a student minoring in psychology elects to complete internship courses, no more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499. For a complete list of courses and descriptions, see the Course Description Search. 205 Religion Religion – everyone has a notion of what it is. But try to define it, and words get tangled in the varieties of religious expressions, experiences, systems, and cultures. Personal perspective and experience also come into play, creating different and even conflicting attitudes and opinions about religion’s value and place in the 21 century. st But while religion is deeply personal, it is seldom private. Its impact is everywhere and affects everyone, from the most committed believer and practitioner to the most convinced atheist. Because of the significance of religion in the public sphere, “Religion and Public Life” serves as a guiding theme that emerges in various ways in the courses offered by the Augsburg University Religion Department as we welcome students of all religious persuasions – and none – to explore the role of religion:     In their own lives with a view toward how their beliefs, values, and commitments inform their place in society; To gain knowledge and competency in relating to the religious beliefs, practices, and cultures of others whom students may engage in their future professional and social contexts; In considering their own career choices in service to the world through religious institutions and organizations; For a deeper understanding of religion’s impact – past and present – in the world they inhabit, regardless of any student’s own religious position. All of these avenues to the exploration of religion in public life support and express the Augsburg University commitment to an educational mission that is “guided by the faith and values of the Lutheran Church.” This tradition, at the core of Augsburg’s own vocation in higher education, encourages inquiry, welcomes diversity, wrestles with life’s complexities, and engages the world while preparing students of all backgrounds and persuasions “…to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” Faculty Mary Lowe (Chair), Lori Brandt Hale, Russell Kleckley, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz, Mark Tranvik, and Hans Wiersma Majors The Religion Department offers two majors: Religion and Theology & Public Leadership. General Education Requirements RLN 100: Religion, Vocation, and the Search for Meaning I Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity. The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry. Religion, Vocation, and the Search for Meaning II For their second required Religion course, students may choose from a wide range of courses that build on the foundational themes established in RLNEL100 and continue the exploration of vocation, the search for meaning, and role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II, develops themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or minor. 206 Degree and Major Requirements Religion Major, BA Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four main areas: 1) Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Faculty in the department work closely with students in selecting courses that match student interests and needs for graduate school, as well as to make possible a double-major in a related field. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools and employers in any field. Major/Concentration/Minor Requirements Religion Major: 8 courses (beyond RLN 100; including RLN 209, RLN 400.) Concentration within the major: Minimum 4 courses in the concentration Religion Minor: 4 courses (beyond RLN 100) Concentrations Students majoring in Religion can pursue one of the four concentrations listed below. Culture and Society – Sixteen credits from: RLN205: Exploring Topics in Religion (depending on topic) RLN216: Religion and Science in Popular Culture RLN221: Feminism and Christianity RLN222: Spirituality, Religion, and Popular Culture RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN251: The Bible in Culture and Counterculture RLN257: Heaven, Hell, and the End of the World RLN319: Religion at the Movies RLN409: Topics (depending on topic) RLN441: Contemporary Theology History and Theology – Sixteen credits from: RLN205: Exploring Topics in Religion (depending on topic) RLN214/MUS234: Church Music and Worship RLN216: Religion and Science in Popular Culture RLN221: Feminism and Christianity RLN230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN237: Giants of the Christian Faith RLN240: Religion and the Rise of Science RLN243: Religion in America RLN245: The Lutheran Heritage RLN257: Heaven, Hell, and the End of the World RLN319: Religion at the Movies RLN330: Theology of Death and Dying RLN331: Christian Ethics RLN342: Martin Luther and the Reformation RLN340/HIS378: The Medieval Church RLN370: American Indian Spirituality and Philosophical Thought RLN374: Ethics and World Religions RLN409: Topics (depending on topic) 207 RLN441: Contemporary Theology Sacred Texts and Narratives – Sixteen credits from RLN205: Exploring Topics in Religion (depending on topic) RLN251: The Bible in Culture and Counterculture RLN257: Heaven, Hell, and the End of the World RLN261: Jesus and His Interpreters RLN409: Topics (depending on topic) Global Religions and Interfaith Studies – Sixteen credits from: RLN205: Exploring Topics in Religion (depending on topic) RLN275: Judaism RLN276: World Religions RLN370: American Indian Spirituality and Philosophical Thought RLN374: Ethics and World Religions RLN407: Interfaith Scholars Seminar I (2 semester credits) RLN408: Interfaith Scholars Seminar II (2 semester credits) RLN409: Topics (depending on topic) Theology and Public Leadership Major, BA The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks, leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice in the world. This happens through the disciplined study of theology, scripture, the social sciences and ministry. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Graduates of this program do their work in the areas of youth ministry, congregational ministry, community organizing, public policy and advocacy, non-profits and graduate school. Our vision is a generation of Christian leaders who are equipped to lead the Christian church into the public square for the common good. Students in this program earn a Bachelor of Arts in Theology and Public Leadership and are encouraged to combine this degree with a concentration, minor or second major in an area of interest. A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past. Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining the Theology and Public Leadership major with the Youth Studies concentration or minor. Theology and Public Leadership Major (40-56 credits) Theology core (20 credits): RLN 209 - Research Methods in Religion RLN 251 - The Bible in Culture and Counterculture RLN 342 - Martin Luther and the Reformation RLN 400 - Religion Keystone RLN 441 - Contemporary Theology Public ministry core (16 credits): RLN 290 - Foundations for Public Ministry RLN 295 - Church: Past, Present, Future RLN 390 - The Art of Public Ministry RLN 399 - Internship Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits) Complete 4 credits in one of the concentrations listed below or complete the entire concentration 208 Minors and Concentrations Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration will be noted on the transcript at the point of graduation, not a minor. Youth Studies Minor or Concentration The 20-credit minor/concentration in Youth Studies offers students the opportunity to explore the history and practice of work with children and youth, to form a critical and constructive framework for understanding and appreciating young people, and to develop the necessary skill set for effective work with children and youth. YST 210 - Rethinking Children and Youth YST 320 - Working With Children and Youth One human development course from: PSY 203 - Lifespan Development PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below HPE 115 - Chemical Dependency Education (2 cr.) HPE 335 - Outdoor Education (2 cr.) POL 122 - Social Justice in Urban America POL 325 - Politics and Public Policy PSY 262 - Abnormal Psychology PSY 291 - Addiction and Recovery SOC 231 - Family Systems: Cross Cultural Perspectives SOC 265 - Race, Class, and Gender SOC 300 - Mental Illness and Society (this topic only) SOC 387 - Juvenile Delinquency WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) Leadership and Management Concentration This 16-credit concentration prepares students to manage and lead organizations, especially non-profits. SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations BUS 242 – Principles of Management COM 345 – Organizational Communication NMS 230 – Social Media Community Engagement Concentration This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations effectively connect with their surrounding communities. SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America SOC 240 - Protest and Social Change: The Sociology of Social Movements SWK 230 - Global Peace and Social Development COM 329 - Intercultural Communication Worship and Music Concentration This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith communities. RLN 214/MUS 234 - Church Music and Worship COM 111 - Public Speaking Two other courses for this concentration will be chosen once the music department has hired someone for their new Music, Human Development, and Learning position. 209 Environmental Stewardship Concentration This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around practices of environmental stewardship. ENV 100 - Environmental Connections ENV 120 - Environmental Science SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication Advocacy & Public Policy Concentration This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around advocacy and public policy. POL 325 - Politics and Public Policy SOC 390 - Social Problems Analysis SOC 265 - Race, Class, and Gender COM 329 - Intercultural Communication Human Services Concentration This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals and families in need. PSY 203 - Lifespan Development PSY 262 - Abnormal Psychology or SOC 300 - Mental Illness and Society (this topic only) SOC 231 - Family Systems: Cross Cultural Perspectives SWK 100 - Introduction to Professional Social Work Cross-Cultural Relations Concentration This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across cultural differences. Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency. CCS 100 - Introduction to Cultural Studies COM 329 - Intercultural Communication Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: Quantitative Reasoning: GST 200, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second major Speaking: Consult with advisor for an approved course outside the major Writing: RLN 400 and one of the following: RLN 342, 370, or 441 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Prerequisites RLN 100 is a prerequisite to all other RLN courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. 210 Advising All majors must have an advisor in the Religion Department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. For a complete list of courses and descriptions, see the Course Description Search. 211 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Rachel Lloyd, Secondary Education Social Studies Teaching Licensure Core requirements: ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography HIS 120 - America to 1815 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Chris Brown for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 212 Social Work Professional social work is for students who have the desire to better the lives of people. Social work is for students who want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, statistics, and political science. The curriculum will prepare you for internships in a range of human service agencies including, schools, hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The program addresses multicultural professional practice through a required course. The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice and prepared to work in multicultural settings. Students graduating with a Social Work major will receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five percent pass the exam on their first attempt. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Christina Erickson (BSW Field Coordinator), Bibiana Koh (BSW Program Director), Nishesh Chalise, Susan Conlin, Ankita Deka, Melissa Hensley, Barbara Lehmann, Nancy Rodenborg, Paula Watts Zehringer Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the first field placement in the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300 and 400 level courses restricted to Social Work majors only. After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses, and overall) to remain in good program standing. Please contact the Social Work Department for details. Degree and Major Requirements The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 - Introduction to Professional Social Work* SWK 210 - Environmental Justice and Social Change* SWK 230 - Global Peace and Social Development* Select one of these four courses: ECO 112 - Principles of Macroeconomics POL 121 - American Government and Politics 213 POL 122 - Social Justice in Urban America POL 325 - Politics and Public Policy Take these four courses: BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these three courses: SOC 362 - Statistical Analysis MAT 163 - Introductory Statistics MAT 164 – Introductory Statistics for STEM Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163, MAT 164 or SOC 362. Pass/No Credit Maximums for Majors All Social Work majors must take their upper level courses with traditional grading. Social Work Major Ten upper level courses: SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: POL 121 - American Government and Politics POL 158 - Introduction to Political Science POL 325 - Politics and Public Policy 214 Required Social Work Field Placement Students are required to take a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester which is 240 hours over the course of one year. No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or previous work experience. Departmental Honors The Social Work Department offers students the opportunity to earn departmental honors through the completion of an applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with the advisor or BSW Program Director for complete details and deadlines. Social Work Honor Society Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. Membership is open to juniors who have completed at least one semester and have a GPA of 3.75 or higher in upper level courses. Social Work Study Abroad Opportunities The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior year study social work in Mexico and finish their degrees on time. The Social Work department also offers a rotating selection of faculty-led, short courses to countries such as China, Slovenian, South Africa and India. Social Work Course Sequence Social Work Entry Level Courses The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies; and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. Each course features an experiential learning component. Students volunteer 40 hours in a human service agency, program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280, which is to be taken after the entry level courses. Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart. For a complete list of courses and descriptions, see the Course Description Search. 215 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the Department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The Department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research positions, human resources positions in both government and private corporations, the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human services, social work, urban planning, and the ministry. Sociology Faculty Nancy Fischer (Chair), Lars Christiansen, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core courses: SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone Electives courses: Five SOC electives, at least three of which must be upper division courses (Prerequisite: SOC 121). Note: Majors must have a C- or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the major. 216 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 217 Theater Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation, diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions. In order to encourage non-majors to become involved in our department, we offer six Theater minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, and between theory and practice. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Faculty Sarah Myers (Chair), Darcey Engen (Chair), Jason Ballweber, Barbra Berlovitz, Warren C. Bowles, Michael Burden, Christina Ham, Michelle Hutchison, Wu Chen Khoo, Karen Mulhausen, Kimberly Richardson, Joel Sass, Beliza Torres Narváez, Stephanie Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major without a concentration and two Theater minors. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater major with a concentration requires the following: the Theater core curriculum, three concentration courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the following: the Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor requires any five courses from our department and the music theater minor requires five specified courses (see Theater minors). Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 5 THP practicum units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course information and transfer requirements. 218 Graduation Skills The Theater Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Major The following four courses are required: THR 228 - Introduction to Stagecraft THR 229 - Theatrical Design THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater Three from the following: THR 245 - Introduction to Asian and Asian American Theater THR 270 - Introduction to Black Theater THR 273 - Latina/Latino Theater and Performance THR 361 - Theater Histories: Origins to 1800 THR 362 - Theater Histories: 1800 to the Present Two elective courses from the following: THR 226 - Movement for Theater THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application THR 233 - Acting for the Camera THR 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 245 - Introduction to Asian and Asian American Theater THR 255 - Introduction to Musical Theater THR 265 - Computer Drafting for the Stage and Architecture THR 270 - Introduction to Black Theater THR 273 - Latina/Latino Theater and Performance THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 295 - Topics THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 350 - Voice for Speech, Stage and Screen THR 355 - Performing Shakespeare THR 361 - Theater Histories: Origins to 1800 THR 362 - Theater Histories: 1800 to the Present THR 365 - Advanced Acting THR 366 – Stage Direction THR 367 - New Methodologies of Stage Direction and Dramaturgy THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice ENL 221 - Expository Writing about the Arts ENL 330 - Shakespeare ENL 338 - British and Commonwealth Drama 219 ENL 358 - Readings in American Drama ENL 368 - Readings in World Drama The general Theater major requires four THP credits (Theater Practicum Units) in any area. Theater Major with Concentration(s) Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with concentrations. Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6 for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with an advisor. Performance Concentration Choose three from the following: THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 355 - Performing Shakespeare THR 365 - Advanced Acting Design/Technical Concentration Choose three from the following: THR/FLM 230 - Scenic Painting THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 285 - Scenery Design Directing/Dramaturgy/Playwriting Concentration Choose three from the following: THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 366 - Stage Direction THR 367 - New Methodologies of Stage Direction & Dramaturgy Theater Minor Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three theater practicum units (THPs) in any area. Musical Theater Minor Choose five from the following: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 365 - Advanced Acting 220 MUE 294 - Opera Workshop Three theater practicum units (THPs) in any area. Curricular Planning Information First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within the department. Students transferring with junior standing should complete a minimum of four practicum units within the department. Theater Practicum Units Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade. Theater Practicum Units require:      Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP in the semester the practicum is completed THP course registration must meet the Registrar’s Office deadlines Please Note:    THPs may be repeated Crew work required classes/coursework does not count toward practicum credit Work-study hours do not count towards practicum credit 221 3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management projects because of extraordinary amount of time required of the student. Theatre Major THP (theater practicum units) Requirements for Major, Minor, and Transfer students:     Theater majors without a concentration are required to complete 4 THPs in any area. Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are completed should be determined with an advisor. All Theater minors are required to complete 3 THP Credits (THP practicum units) in any area. Theater Practicum Courses - Groupings Performance THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Production THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management-Small Project THP 116/126/136 - Theater Practicum: Stage Management-Large Project THP 117/127/137 - Theater Practicum: Artistic For a complete list of courses and descriptions, see the Course Description Search. 222 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework often includes walking tours, field trips, and field research. Augsburg University’s Urban Studies program emphasizes the themes of planning urban and suburban areas to be more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to engage in effective citizen engagement. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy and sustainability planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Faculty Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of C- in the core courses is required for the major. Core Courses: SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America ECO 113 - Principles of Microeconomics SOC/URB 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone SOC 362 - Statistical Analysis or POL 483 - Political Statistics and Methodology SOC 363 - Research Methods or POL 484 - Political Analysis ART/HIS 249/349 - The Designed Environment or HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History or SOC 380 - Disaster and Resilience And two additional urban-related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, or study abroad. ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART/HIS 249/349 - The Designed Environment ECO 365 - Environmental Economics 223 ENV 100 - Environmental Connections GEOG225 Introduction to Geographic Information Systems (Macalester) GEOG241 Urban Geography (Macalester) GEOG321 Geographic Information Systems (St. Thomas) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SOC 380 - Disaster and Resilience URB 199 - Internship URB 295 - Special Topic URB 299 - Directed Study URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: Core Courses: SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America SOC 381 - City and Regional Planning One of the following: HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ART/HIS 249/349 - The Designed Environment SOC 380 - Disaster and Resilience URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience (CGSS) website and ask Urban Studies faculty about upcoming short-term abroad courses in the major. For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany (www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well. 224 Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. For a complete list of courses and descriptions, see the Course Description Search. 225 Youth Studies Minor The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting cultures. The minor is intended to supplement a student’s current course of study particularly if that student is considering child or youth work in the future. The courses in this minor will help students develop a constructive and critical lens for understanding how young people are viewed and treated within society and how young people interact with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their chosen professions. Minor Requirements 20 credits including: YST 210 – Rethinking Children and Youth YST 320 – Working With Children and Youth One human development course from: PSY 203 - Lifespan Development PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below HPE 115 – Chemical Dependency Education (2 cr.) HPE 335 – Outdoor Education (2 cr.) POL 122 – Social Justice in Urban America POL 325 – Politics and Public Policy PSY 262 - Abnormal Psychology PSY 291 - Addiction and Recovery SOC 231 – Family Systems: Cross Cultural Perspectives SOC 265 – Race, Class, and Gender SOC 300 – Mental Illness and Society (this topic only) SOC 387 – Juvenile Delinquency WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) For a complete list of courses and descriptions, see the Course Description Search. 226 Augsburg University Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents. Andra Adolfson Ann B. Ashton-Piper Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Nicholas C. Gangestad ‘86 Amit K. Ghosh ‘12 M.B.A., M.D. Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Marlene Whiterabbit Helgemo Bishop Richard N. Hoyme, ex-officio Diane L. Jacobson, Ph.D. Rev. Rolf A. Jacobson, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. Steven E. Larson ’71, M.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Rachel Pringnitz ‘02, ‘07 M.B.A. Earl W. Sethre ‘68 Dean A. Sundquist ‘81 Bishop Ann M. Svennungsen, ex-officio Jill N. Thomas, J.D. Rev. David L. Tiede, Ph.D. Vicki L. Turnquist Rev. Norman W. Wahl ’76, D.Min. Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member Noya Woodrich, ‘92, ‘94 M.S.W. ELCA Vocation and Education Program Unit Executive Director Rev. Stephen Bouman, D.Min. Program Director for Colleges and Universities Rev. Mark N. Wilhelm, Ph.D. 227 Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. University Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD, University of Minnesota. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg University. Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA, Ph.D., University of Washington. Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of Nebraska. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian Brothers University. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management. Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of Management of DeVry University. Katie Code. Director of Alumni & Constituent Relations. BA, Augsburg University. Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington University. Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Monica Devers. (2017). Dean of Professional Studies. MA, MSc, University of Glasgow; MA, PhD, University of Minnesota. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, Ph.D., Washington State University. Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa. Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota. Nathan Gorr (2006). Director of Graduate Admissions. BA, University of Minnesota, Morris. Amy Gort (2009). Dean of Arts and Sciences. Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana. 228 Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD, Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota. Nathan J. Hallanger (2008). Director of Academic Administration. BA, Augustana College; MTS, Harvard Divinity School, Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary. Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University. Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg University; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University; EdM, Harvard University. Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota. Patrick Mulvihill (2017). Assistant Provost of Global Education & Experience. BA, St. Olaf College; MPA, University of Minnesota, Humphrey School of Public Affairs. Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State University, Mankato. Ruby Murillo (2017). Director, Latin@ Student Services. BS, Iowa State University; MS, Miami University. Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Joanne Reeck (2008). Director of Campus Activities and Orientation. Chief Diversity Officer. BA, MA, University of Minnesota. Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato. Patrice M. Salmeri (2002). Executive Director for Recovery Advancement. BS, Kent State University; MA, Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State University, Mankato. Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Lisa Stock (2013). Director and Chief Human Resources Officer. BSW, MSW, Augsburg University. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota. Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. 229 Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American University. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW, University of Connecticut. Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of Wisconsin- Lacrosse. Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota. 230 Faculty (Full-time) A Phillip C. Adamo (2001). Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg University; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota. B Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professor of Business Administration. BS, Davidson College; PhD, Medical College of Virginia. Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Associate Professor of Mathematics and Statistics. PhD, University of Minnesota. Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University of Florida. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Adriane Brown (2012). Assistant Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University; MFA, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of Wisconsin-Madison. John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota. 231 Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington University in St. Louis. Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Lecturer, Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University. Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS; University of Wisconsin-Stout. David A. Conrad (2000). Associate Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Susan Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign. Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics and Statistics. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. Rebekah Dupont (2012). Associate Professor of Mathematics and Statistics, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies, Film, and New Media. BA, University of Minnesota; MFA, Syracuse University. 232 Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison. Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcy, University of Washington. Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Margaret J. Finders (2014). Professor of Education. BA, MA, PhD, University of Iowa. Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics and Statistics. BA, St. Olaf College; MS, Iowa State University. Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg University. Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. G Suzanne Gikas (2017). Assistant Professor of Education. BA, University of Essex; Postgraduate degree, Christ Church College; MEd, Phd, Kent State University. Keith F. Gilsdorf (2001). Professor of Economics and Interim Dean of Arts and Sciences . BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Sarah Groeneveld (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of WisconsinMadison. Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South Dakota. Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota. Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Professor of Mathematics and Statistics. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. 233 Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University; MFA, Donau-Universität Krems. Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg University. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Annie Heiderscheit (2013). Assistant Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. I Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. K Roberta S. Kagin (1974). Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University. Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Won Yong Kim (2016). Assistant Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird School of Global Management, Arizona State University; PhD, Drexel University. Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg University. Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Christine Kohnen (2017). Instructor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, PhD, Duke University. Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Elyse Krautkramer (2017). Assistant Professor of Chemistry. BS, St. Norbert College; MS, PhD (ABD) University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison. 234 Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of Minnesota. L Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College; MA, PhD, University of Minnesota. Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University. Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case Western Reserve University. Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago. Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa. Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Spencer Luebben (2017). Instructor of Biology. BS, PhD, University of Minnesota. Brian Lukasavitz (2017). Instructor of Music. BFA, University of Minnesota-Duluth; JD, University of St. Thomas. Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD, University of Illinois at Chicago. M Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington; DNP, St. Catherine University. Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University. Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA, University of Wisconsin, Milwaukee; PhD, Purdue University. Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University. 235 Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Joaquin Munoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. Sarah Myers (2009). Associate Professor of Theater. BS, Northwestern University; MFA, PhD, University of Texas. O Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Tammy Olney (2017). Lecturer in Nursing. BSN, Coe College; DNP, Augsburg University. P Donna R. Patterson (2006). Assistant Professor of Education. BA, MEd, University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg University; PhD, University of Minnesota. Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA, PhD, University of Iowa. Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. R Kathy J. Reinhardt (1997). Instructor of Language and Cross-Cultural Studies. MA, Middlebury College. Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Nancy A. Rodenborg (2000). Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego State University; PhD (ABD), University of Colorado. Kaycee Rogers (2016). Instructor of Education. BA, Luther College; MEd, University of Wisconsin, La Crosse. Brian A. Rood (2015). Assistant Professor of Psychology. BA, BS, Drake University; MA Illinois School of Professional Psychology; MPH, DePaul University; MA, PhD, Suffolk University. S Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire. Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. 236 Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg University. Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics and Statistics. BA, St. Olaf College; MA, PhD, Northwestern University. Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina. Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University. Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA, Ohio State University. Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. T Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Assistant Professor of Theater. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Associate Professor of Language and Cross-Cultural Studies. BA, North Dakota State University; MA, PhD, University of Minnesota. Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Alan J. Tuchtenhagen (2011). Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska; DPA, Hamline University. U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. 237 V Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. W Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud State University; MS, Syracuse University. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia University. John M. Zobitz (2007). Associate Professor of Mathematics and Statistics. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University. Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. John E. Benson. Professor Emeritus of Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III. Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Julie H. Bolton Professor Emerita of Theater. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg University; MSW, University of Minnesota. Cathleen A. Dalglish. Professor Emerita of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota. 238 Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado State University. Ronald L. Fedie. Professor Emeritus of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian. Professor Emeritus of Health and Physical Education. BA, Augsburg University; MS, St. Cloud State University. Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin. Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg University; MA, University of Minnesota. Peter A. Hendrickson. Professor Emeritus of Music. BA, Augsburg University; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita of Theater. BA, MA, PhD, University of Wisconsin. Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan. Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College. Boyd N. Koehler. Professor Emeritus, Library. BA, Moorhead State College; MA, University of Minnesota. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South Dakota. 239 Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley. Fekri Meziou. Professor Emeritus of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg University; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Sandra L. Olmsted. Professor Emerita of Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson. Professor Emerita of Education. BS, MA, PhD, University of Minnesota. Magdalena M. Paleczny-Zapp. Professor Emerita of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University. Noel J. Petit. Professor Emeritus of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Deborah L. Redmond. Professor Emerita of Communication Studies. BA, MA, University of Minnesota. Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. 240 Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University of Heidelberg, Germany. Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St. Thomas; PhD, University of Minnesota. Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg University; MS, DSW, Columbia University. Stuart M. Stoller. Professor Emeritus of Business Administration. BS, MS, Long Island University. Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota. Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Tara K. Sweeney. Professor Emerita of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. Maryann Syers. Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania. 241
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Title: Augsburg College Catalog, 1954-1956
Collection: Course Catalogs
Search Result: AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Minneapolis 4, Minnesota Founded 1869 CATALOG RECORD FOR 1954 - 1955 and 1 955 - 1956 ANNOUNCEMENTS FOR 1956 - 1957 and 1957 - 1958 VOL. XVIII, NO. 1 CATALOG NUMBER JANUARY-FEBRUARY, 1956 THE AUGSBURG BULLETIN Published bi-monthly and one a...
Show more AUGSBURG COLLEGE AND THEOLOGICAL SEMINARY Minneapolis 4, Minnesota Founded 1869 CATALOG RECORD FOR 1954 - 1955 and 1 955 - 1956 ANNOUNCEMENTS FOR 1956 - 1957 and 1957 - 1958 VOL. XVIII, NO. 1 CATALOG NUMBER JANUARY-FEBRUARY, 1956 THE AUGSBURG BULLETIN Published bi-monthly and one additional issue in April by Augsburg College and Theological Seminary at Minneapolis, Minnesota. Entered as second-class matter March 21, 1947, at the post office at Minneapolis, Minnesota, under the act of August 24, 1912. TABLE OF CONTENTS PAGE Academic Calendar 4 General Information 5 Financial Information 14 Student Community Life 21 - 33 The College 33 Academic Administration - Curriculums 4.2 53 Courses of Study 55 Division of Religion and Philosophy Division of the Humanities - 59 . 72 Division of the Natural Sciences and Mathematics .-----.......-86 ...... Division of the Social Sciences The Theological Seminary 94 General Requirements 94 ----------.----- Courses of Study 97 104 Board of Trustees Committees of the Faculty LO6 - 1 The Faculty Graduates Student Enrollment Index 1 0 1 7 5 1 1 8 121 CALENDARS For 195657 and 1957-58 FIRST S E m 1 957-58 1956-57 Freshman Days Sept. Sept. 12-15 Registration !%pt. 11-14 Sept. 17, 8:oo a.m. College Classes 'bgin Sept. 16, 8:oo t m Sept. 17, 8:00 a.m. Seminary Convenes Sept. 16, 8:00 a.m. Sept. Late Registration Fee sept. 19 Oct. 19-21 Homecoming Nm. 1-3 Nov. 13 End of first half of Semester Nov. !%pt. 11-16 20 10-11 I3 Thanksgiving Recea Nov. 28, 29 Dec. 19, 4:so p.m. Christmas Recess begins Dec. so, 4:2o p.m. Jan. 3, 8:00 a.m. Classes Resume Jan. 6, 8:00 a.m. Jan. 21-25 College Examinations Jan. 22-28 Jan. 22-25 Seminary Examinations Jan. 23-28 Jan. First Semester Ends Jan. 28 NOV. 22, 23 2 j Jan. 14-30 Registration for h d Jan. 16-3 I Semester SECOND SEMESTER Jan. 31, 8:00 a.m. Classes begin Feb. 3, 8:00 a.m. Feb. 4 Late Registration Fee FA. 6 Feb. Lincoln's Birthday Feb. I 2 12 Mar. 30 End of first half of Semester April April 17, 4:zo p.m. Easter Recess begins April 2, 4:2o p.m. April 23, 8:oo a.m. Easter Recess ends April 8, 8:oo a.m. May 24 Seminary Commencement May 28 May 24-31 College Examinations May 23-29 May 30 Decoration Day h,fa~ 30 June Baccalaureate Service June I College Commencement June 2 2 June 3 2 GENERAL INFORMATION PURPOSE Augsburg College is a four-year liberal arts college sponsored by the Lutheran Free Church for the purpose of giving young people an opportunity to obtain a broad education in a Christian environment. In addition to securing a general education, students may prepare themselves for such vocations as high school teaching, business administration, social work, medical technology, secretarial work, parish work, and missions. They may prepare for further study in the fields of dentistry, engineering, law, medicine, nursing, and theology, as well as for graduate study in various fields. Augsburg Theological Seminary, with its facilities on the same campus, offers a three-year course of study leading to a Bachelor of Theology degree. Its chief purpose is to prepare pastors and missionaries for the Lutheran Free Church. LOCATION Augsburg College and Theological Seminary is located in the Riverside Park area of Minneapolis, across the Mississippi River from the University of Minnesota and within walking distance of the main business section of the city. Science Hall, containing the administration offices, is located at the corner of Seventh Street and Twenty-first Avenue South. Augsburg students have the advantage of getting their college education in a metropolitan center pulsating with industrial, social, and cultural activities. They have access to libraries, museums, and art collections. They may hear the best in music and lectures. Minneapolis is recognized throughout the nation as a vital center of religious life and activity. Outstanding leaders in many fields both from other parts of America and from foreign countries are frequent visitors. College students in the Twin Cities have abundant opportunity to contact contemporary American life at one of its focal points. ACCREDITATION Augsburg College is accredited by the North Central Association of Colleges and Secondary Schools, the regional accrediting agency. It is approved by the Minnesota Department of Education for the training of secondary school teachers. HISTORICAL SKETCH Augsburg was begun as a seminary in 1869, at Marshall, Wisconsin. It was the first theological seminary founded by Norwegian Lutherans in America. Through an arrangement with a private institution known as Marshall Academy, the Seminary was at first housed in the academy building. Students who needed further preparation in academic subjects were to obtain this in the academy. This arrangement failed to work out satisfactorily; so the theological group moved to a private dwelling, where classes continued until 1872. In the autumn of that year Augsburg Seminary was removed to Minneapolis, Minnesota, where a building had been erected for its use. In the same year the school was incorporated under the laws of Minnesota. The aim of the institution was to train ministers for the Lutheran congregations which were being organized in growing numbers in the pioneer settlements that were spreading rapidly over the Northwest. The college was established when it became evident that in order to get students who were adequately prepared for theological study a college department was needed. So in 1874 a college curriculum was planned which provided for one year of preparatory studies and four years of college work along two lines, a classical course to prepare students for theology, and a scientific course to prepare for the professions. The latter course, however, had to be discontinued, partly for lack of funds and partly because too few students selected the course. The first college students were enrolled in 1874 and the first class was graduated in 1879. In 1900 a high school course covering three years was established which in 1910 was expanded to a standard four-year course. This was discontinued in 1933. In the years 1916-1919 the college course was thoroughly revised. As a result of this and of subsequent growth, the earlier classical course was greatly modified and supplemented by social and scientific studies and a more general emphasis upon the study of the humanities. In recent years there has been continuous study and modification of the curriculum including the introduction of a number of new majors to meet the developing needs of the students. The Divisional organization was adopted in 1945. At the present time majors are offered in 17 fields. Coeducation was introduced in the College in 1921. In the Theological, Seminary there has likewise been a continuing revision of the curriculum and the addition of new courses. The requirement of a six-month period of internship was added in 1939. Standards of admission have been raised so that a bachelor's degree or equivalent is now the required scholastic preparation. While the Theological Seminary has its own organization, the Seminary and the College function in close cooperation. Long experience has proved this arrangement to be mutually wholesome and stimulating. Five presidents have served Augsburg during the course of its history. The terms of office of two of these cover a span of over half a century. The first president was August Weenaas, who served from 1869 to 1876. He was succeeded by Georg Sverdrup, 1876 to 1907. Sven Oftedal served from 1907 to 1911 and was followed by George Sverdrup, whose term extended from 1911 to 1937. H. N. Hendrickson served as acting president from 1937 until 1938. Bernhard Christensen, the present president, has served since that time. FUNDAMENTAL AIMS The educational purposes of Augsburg College and Theological Seminary spring from the conviction that in the Christian religion there are revealed the most basic truths concerning both man and God, and that Christianity is the fundamental force for good in human life and society. All the aims of the College, as well as those of the Seminary, are integrated with this principle. To express more distinctly some major aspects of its program of Christian higher education, the following statement of aims has been formulated by the college faculty: T o 2ead the student to a deeper understanding and personal experience of the truth and power of the Christian Gospel, to the end that he may become both an effective participant in the work of the Christian Church and an earnest adirocate of the Christian way of life. To familiarize the student with the culture of our own and other civilizations, not only for the enjoyment this knowledge affords but also for the development of a more sympathetic understanding of our fellow men throughout the world. To develop the student's interest in the attainment of the common purposes of our country, so that he may work for the welfare of our institutions and for the preservation of our liberties in community and nation, and also develop an enlightened interest and participation in human affairs throughout the rest of the world. T o cultivate i n the student a Christian social spirit, in order that he may realize in his life a right balance between what he expects of others and the service he will render his fellow men. T o teach the student to discipline his own urges, interests, ambitions, and demands in a way that will effectively contribute toward the development of good character. T o train the student i n scientific methods of study and also develop his understanding of the relations of science to the welfare of humanity. T o stimulate intellectual interest and develop scholarly insight, so that the student may learn to think with accuracy and comprehension at the same time as he experiences an understanding of truth which will help him to integrate the findings of science with the deepest spiritual reality. T o awaken and foster i n the student an intelligent appreciation and enjoyment of the best i n the fields of the fine arts. T o guide the student in the understanding of social relationships in order that he may take his place in groups and gatherings with propriety and grace, motivated in his conversation and conduct by the principles of Christian courtesy and sincerity. T o provide guidance for the student in the discovery and clarification of his aptitudes and his life purposes so that as early as possible he may plan his educational program wisely. T o train students in vocational and professional lines, giving full preparation for high school teaching, business administration, home economics, and parish work; furnishing partial training towards the study of medicine, dentistry, nursing, engineering, law, and social service, and offering a four-year college course preparing for the study of theology. T o help the student evelop certain skills, as in language, music, physical activities, use o the library, laboratory work, and typewriting, together with other skills, which will increase his efficiency in the various relationships of life. \ To afford the student wholesome recreational experience which will contribute toward an effective use of leisure time and develop such qualities as leadership, sportsmanship, and self-control, with good recreational habits, thus providing a constant source of social and personal satisfaction. T o instrut the student in principles, attitudes, and ideas pertuining to health, and also to train him in practices and skills which will promote his physical and mental well-being and make him better fit to meet the responsibilities of life. Students who enroll at Augsburg are invited to take up their college work with the distinct understanding that the Christian spirit is determining in all things, They are expected to cooperate wholeheartedi~in the program of the school towards that end. The entire program of the school curricular and e*a-curricular, and the discipline necessary to make poscfible the carrying out of this program, v r i n g from the aim "to see all hings through the e p s of Christ." FINANCIAL SUPPORT AND CONTROL From 1870 to 1890, Augsburg was supported by the NorwegianDanish Lutheran Conference. The merger of that church body with two others, in 1890, resulted in the a5liation of Augsburg with the newly created United Norwegian Lutheran Church. Due to differences concerning the control of Augsburg, a division arose, and in 1897 congregations whose sympathies were deeply rooted in Augsburg formed the Lutheran Free Church. The resulting close association, in educational and spiritual activity, of Aug'sburg and the Lutheran Free Church has been marked by complete harmony of purpose and ideals for more than half a century. The control exercised by the Lutheran Free Church is indirect. The Annual Conference of the Church nominates the members of the Augsbu~gCorporation and the Board of Trustees. The Corporation through the Board of Trustees exercises direct control over property, finance, and personnel. Academic control is vested in the President and the Faculty. In addition to the income from student tuition and fees, which has materially increased with the growth and develop~nentof the Callege, the chief financial support of the i n s t i t ~ i o ncomes from the congcgstions of the Lutheran Free Church. In recent years a praning circle of friends also outside the Lutheran Free Chu~ch.both alumni and others, have contributed financially to the support of the school. Augsburg welcomes and invites such support on the part of all who believe in her program of vital Christian education. MEMBERSHIP IN EDUCATIONAL ASSOCIATIONS Augsburg College is fully accredited by the North Central Associa- tion of Colleges and Secondary School as a degree-granting institution. It is a member of the American Council on Education, the Associatioll of American Colleges, the Lutheran Educational Conference, the Association of Minnesota Colleges, and the State Council of Minnesota Colleges. THE ALUMNI ASSOCIATION The Augsburg Alumni Association has as its goal to enable the graduates of the College and Seminary to maintain effective contact and cooperation with one another and with their Alma Mater. The annual meeting is held at Commencement time each year. Local Augsburg clubs are promoted, and a bi-monthly bulletin is published. The affairs of the Association are under the leadership of the Board of Directors. Mr. Kenneth Lower is the Executive Secretary and editor of the Bulletin. The Alumni Ofice is located in Science Hall. THE AUGSBURG FOUNDATION The Augsburg Foundation, formerly the Augsburg Foundation Fellowship, is an association of alumni, former students, and other friends of Augsburg, having as its purpose to give united and systematic support, both spiritual and financial, to the school. The Foundation was established in 1941 by joint action of the Board of Trustees and the Alumni Association. Its work is directed by a General Committee of nine members. A Foundation Day is held each year. EDUCATIONAL PLANT BUILDINGS The Main, erected in 1900, ,contains a large number of classrooms and offices, the Chapel, and the museum. Science Hall, erected in 1948-49, is a large and completely modem building. It includes the general administration offices, well-equipped laboratories for Chemistry, Physics, Biology and Home Economics; the student organization offices and the student center; a small auditorium, and several classrooms and faculty offices. On the fourth floor is the Tower Prayer Chapel. The George Sverdrup Library, named in honor of Augsburg's fourth president, was erected and dedicated in 1955. Adjacent to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms, a visual-education center, the Augsburg Archives, and a number of classrooms and faculty offices. There is stack space for approximately 100,000 volumes. The classrooms and offices of the Theological Seminary are located in one section of the Library building. Sverdmp-Oftedal Memorial Hall, erected in 1938, is a modern, fireproof dormitory affording living quarters for about 150 men. On the ground floor of this building is the college cafeteria and dining hall. Sivertsen Hall, acquired in 1939, and remodeled in 1955 as a wing of the new Residence for Women, provides comfortable modern housing for 45 women students. The beautiful new Residence for Women, adjoining Sivertsen Hall at 6th Street and 24th Avenue, was erected in 1955. It provides excellent and completely modern housing for 105 women students, as well as apartments for the resident head and her assistants. Morton Hall, erected in 1888, and Miriam House, acquired in 1951, are smaller dormitories, each housing about 20 students. The Gymnasium, an adequate temporary structure, was erected in 1947 for the College by the Federal Works Agency as a part of a program providing educational facilities for veterans. The Music Hall was acquired by purchase, also in 1947, and ha* been remodeled to serve the needs of the music and drama departments. A large number of dwellings have also been acquired in recent years in the expanded campus area, and are in use for faculty, staff, and married student housing. The President's Home, a residence of modern architectural design located at the south of the Square, was erected in 1949. THE MUSEUM The Museum is located on the ground floor of the Main. Members of the Alumni Association have presented many valuable gifts. There are several collections: a Madagascar Collection, a Santal Collection, and a considerable collection of rare minerals, curios, etc. Contributions to the Museum are invited. Professor Kleven is the curator. THE A R C H I ~ S The Augsburg Archive Society was organized in 1929, for the purpose of gathering documents, books, and other articles of historical value. For a number of years a fire-proof room in the Main housed the archives collections. With the erection of the George Sverdrup Library in 1955, adequate, fire-proof quarters for the archives were provided. Here are now found a fine collection of periodicals, old and rare books, manuscripts, letters, and pictures, and also about 1,000 volumes of Norwegian-American literature, affording extensive resources for scholarly research. Contributions to the Archives should he sent to Prof. Iver Olson, Archivist. The beautiful and spacious new George Sverdrup Library provides a central study-workshop for both faculty and students. It contains about 30,000 volumes, exclusive of pamphlets, all available on open stacks. The two large reading rooms have book stacks and reading tables arranged in such a way that a place for study is always close .to the books one may need. Additional conveniences include conference rooms, where from 2 to 6 students may study together, and seminar rooms for larger groups or small classes. A typing corner is provided in the ground floor reading room. The library subscribes to about 300 of the best periodicals and pamphlets dealing with a large variety of subjects as well as a number of serials devoted to the interests of special fields. In the Twin City area other libraries are located which make their holdings available to Augsburg students, notably, the St. Paul and Minneapolis public libraries, the latter of which issues library cards to out-of-town students for each school year; the James Hill Reference Library in St. Paul, which has one of the finest reference collections in the Northwest; and the University of Minnesota Library, which is within walking distance of the Augsburg campus. Each year Augsburg students make extensive use of all these libraries. The laboratories of the Natural Sciences are located in the Science IIall. Three laboratories and two storerooms for Biology are located on the second floor; three laboratories and a large storeroom for Chemistry, and a laboratory and two storerooms for Physics are located on the third floor. To facilitate instruction the college provides many excellent visual and auditory aids. The audio-visual center is l~catedon the ground floor of the Library. Available for classroom use, and for the use of other college activities, are the following: Two 16 mm. sound movie projectors, one combination 2x2 inch slide projector and 16 mm. film strip projector, one 3x5 slide projector, a Balopticon, a sound amplification system, and magnetic tape recording machines. There is also a well equipped photography department. The auditorium in Science Hall is fully equipped for visual education classes and lectures. Several classrooms are also provided with facilities for projection. SPECIAL PROGRAMS OF STUDY Evening classes are held as a community service for adults not enrolled in the day school. Announcement of courses to be offered are made in the fall. Information about the evening school may be obtained from the office of the Dean. Student nurses in the Schools of Nursing at the Lutheran Deaconess and Swedish Hospitals in Minneapolis receive much of their first semester of instruction at Augsburg College. Application for admission to the Schools of Nursing should be made to the hospitals directly. In cooperation with the Minneapolis General Hospital, Augsburg offers work which enables the student to receive a college degree with a major in Medical Technology. The first .three years of this work are taken at Augsburg and a final twelve-month program is completed at the hospital. SPAN Augsburg participates in the SPAN (Student Project for Amity among Nations) program. This is a joint venture of the University of Minnesota and several colleges in the state. Qualified students are selected to spend a summer in informal study abroad. Applications are made in the spring of the Sophomore year. FINANCIAL INFORMATION A considerable part of the income on which Augsburg operates is derived from endowment and from gifts, a major part of the latter coming from the supporting church. Therefore, the fees charged the student do not constitute the whole cost of his education, for he enjoys the benefits of the gifts of those who believe in and support the work of the school. For theological students, the church assumes the full cost of tuition; a statement of other expenses in attending the seminary is given in the Seminary section of the catalog. GENERAL EXPENSES PER SEMESTER1 .. . Tuition in College $2m.00 Books, etc. 2 5 . 0 to 40.00 Student activity fee I - - . - 8.00 Library fee .. -.- 7.50 Health fee 5.00 Matriculation fee (for those registering the first time) 5.00 Key deposit (refundable) 1.00 Locker (optional) -. - 1.00 Mail box fee .50 Total $253.00 to 268.00 Students registered for more than the maximum number of credit hours (17 in the College) are charged at the rate of $10.00 for each additional credit hour a week per semester. Special students will pay at the rate of $17.00 per credit hour up to 11 credits. Those who register for 12 or more credit hours will pay the regular tuition charge. The fee for auditing a course is $7.50 per credit hour. Special students and auditors enrolled for 7 credit hours or more of class work per week pay one-half of the student activity, health, and library fees. ROOM AND BOARD PER SEMESTER' Iioom Board (estimate) 1 Subiect to change. ...$65.00 to 80.00 160.00 A limited number of rooms are available at the lower cost. Men students are required to buy and use a minimum of $125.00 of meal book coupons per semester, women students $100.00. SPECIAL FEES Late registration Change of registration after the beginning of the second week of classes Registration with the Placement Bureau , Placement fee, depending upon the method of placement $ 3 . 0 to Graduation fee, for seniors in both the College and Seminary.. Final examinations taken at another hour than the one scheduled ---Examination making up an incomplete or a condition -----------Comprehensive examination --Transcript of credits (after first one which is free) ---..~.---------~-MUSIC FEES PER SEMESTER Piano Voice Organ -Erass or Wood wind (private instruction) Rrass or Wood wind (class instruction) --.. Piano stodio rental8(one hour per day) Organ reap1 -Vctice studio rental (one hour per day) Choir -.-Choral Club - . . . $35.00 - 35.00 _ - - -- COURSE FEES PER SEMESTER -.-- -- 35.00 40.00 14.00 8.00 20.00 4.00 5.00 2.50 4.00 Art 1 and 2 Art 3 and 4 - 2.00 3.00 Home Economics 2, 36, 76 ----5.00 Home Economics 39 and 40 ............... Biology 60 ....................................................................1.00-2.00 2.50 -.----.- -Biology, 1, 2, 3N, 4, 52, 53, and 55 Biology 7N -. 4.00 Biology 13, 14, 25, 26, and 54 5.00 1 Subject to change. Chemistry 1, 2 --Chemistry 4 Chemistry 3N Chemistry 5, 6, 51, 52, 53, 54, and 55 Physics 1, 2 Physics 3 -Physics 5 and 6 Physics 51 Physics 52 Secretarial Studies 2, 8, 51, and 52 Secretarial Studies 1, 53, and 54 Education 96 -- -- ESTIMATED EXPENSES PER SEMESTER' Resident students General expenses -. $253.00 to 268.00 223.00 to 240.00 Room and Board Special, music, or.course fees 2.00 to 35.00 Total, appro~imately 3478.00 to X3.00 Off -campus students $253.00 to 268.00 General expenses -Special, music, or course fees -- 2.00 to 35.00 Total, approximately ..............................$25500 ......... to .... 303.00 ... These estimates do n6t include transportation, clothing, or personal expenses. PAYMENT OF ACCOUNTS Student accounts are due in full at the time of registration in September and February. Parents may deposit money in advance at the school or the student may make the payment when he registers. Recognizing that payment of fees in full at registration poses a financial problem in some cases, the college has instituted a "deferred payment plan". In this plan the college will accept, at the time of registration in September and again in February, a of $150.00 in the case of resident. students and $75.00 for off-campus students. The balance may be paid in monthly installments during the semester. To defray the cost of the plan a charge of $1.00 is made for each payment on the student's account after registration. 1 Subjea to change. REFUNDS Students who cancel their registration before the middle of any semester pay tuition at the rate of $14.00 per week for the t'ime during which they have been in attendance. Students who cancel out after the middle of the semester receive no refund of tuition. No refunds are made of the Matriculation and Student Activity fees. Course fees are paid at the rate of 10% per week by students who cancel out before the middle of the semester. Payments for board and room are refunded in proportion to the time students have been in residence. Students who move out ,of dormitories but do not cancel out of school are charged the full semester room rent. FINANCIAL ASSISTANCE Financial aids in the form of loan funds, scholarships, grants-in-aid, and employment assistance are available at Augsburg. Students must meet certain requirements to qualify for loans or scholarships. The college gives assistance to students in securing work both on and off the campus. LOAN FUNDS Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time. The General Student Loan Fund, established through the gifts of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club. The Olaf Rogne Fund, established in 1954, extends assistance to students in the Seminary. The Charles and Nora Crouch Student Loan Fund, established in 1954, extends assistance to members of all classes. The Senior Loan Fund, established by the class of 1955, is available to selected graduating seniors. The John and Anna Jorgine Gregory Theo2ogical Student Loan Fund is available to students who are preparing for the ministry. The Student Aid Fund of the Zion Lutheran Hour, established by the Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the ministry. Arrangements for the loans are made through a conference with the Dean of Students, chairman of the faculty committee on student loans. In addition to arranging loans, the committee counsels students on financial matters with the objective in mind of helping the student work out a satisfactory plan for his finances. SCHOLARSHIPS AND PRIZES Forty Freshman Scholarships, amounting to tuition for the second half of the Freshman year, are offered to outstanding high school graduates. The American Indian Scholarship was established in 1955 by Spring Lake Park Lutheran Church, Minneapolis. It is a scholarship of $200.00 to be applied on tuition at Augsburg College. It is to be awarded to an American Indian student selected on the basis of scholarship and economic need. The Henry P . Opseth Music Scholarship was established in 1953 in memory of Henry P. Opseth, former head of the Music Department and director of thk Augsburg College Choir. It is awarded annually to a sophomore or junior student of outstanding promise or achievement in the field of music. The Marilyn Solberg Voice Scholarship in memory of Marilyn Yvonne Solberg, a member of the Augsburg College Choir from 1950 until the time of her death in 1953, was established in 1955 by her parents, Mr. and Mrs. Iver Solberg and her brother, Dorvan. It is awarded to an Augsburg student for outstanding promise or achievement in the art of singing. The George Sverdrup Graduate Fellowship was established by the Board of Trustees of Augsburg in 1947 to honor the memory of George Sverdrup, President of Augsburg from 1911 to 1937. It is awarded annually to an Augsburg graduate of outstanding character and ability who plans to prepare further for the vocation of teaching. The amount of the Fellowship is five hundred dollars. The Keith E. Hoffman Memorial Scholarship was established in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory of their son who gave his life in the conquest of Okinawa. The scholarship consists of the income from a fund of $1,075 and is awarded annually to a student selected on the basis of academic achievement, personal character, and ability in the field of athletics. T w o Lutheran Brotherhood Scholarships of $300 each are provided b y the Lutheran Brotherhood Life Insurance Society and awarded each fall to outstanding Lutheran college seniors. The students are selected by the college in the spring of the junior year on the basis of religious leadership and scholastic standing The Augsburg College Women's Club Scholarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship. The Adolph Paulson Memorial Prize, from a fund established by members of the Paulson family in memory of Professor Adolph Paulson who taught Social Science at Augsburg from 1930 to 1935, is awarded annually to a college student for the best essay written on an assigned subject in the field of Christian Sociology. The amount of the prize is $50.00. The Celia Fredrickson Scholarship consists of the income from a fund of one thousand dollars. It is awarded annually to an Augsburg student from the Lamberton, Minnesota, parish of the Lutheran Free Church. The Greater Augsburg Alumni Association Scholarship of $350 is awarded annually to an outstanding alumnus ~f Augsburg in order to encourage and assist promising students in the carrying out of projects of graduate study. The Women's Missionary Federation Scholarship is awarded by the Federation to returned missionaries or to Lutheran students of recognized Christian character and good scholastic records who are making preparation for mission work. The scholarship varies from $50.00 to $250.00 per year. Higher awards are possible for graduate work or medical study. GRANTS-IN-AID A few grants-in-aid are made to students in good standing who are in special need of financial assistance. To qualify for a grant, a student r.11ust make application, providing information about his own and his family's resources and anticipated expenses. EMPLOYMENT SERVICE The employment service, located in the Placement Office, has been successful in placing hundreds of men and women students in parttime positions. The types of work secured are of many kinds, including recreational leadership, restaurant work, domestic service, sales work, and secretarial and clerical work. Students are employed by the college in many activities. For these positions preference is given to upper-class students who have maintained a good scholastic average. Assistance in securing summer employment is also provided each spring by the Employment Service. Application forms for part-time employment on or off campus may be secured from the Admissions or Placement Offices. STUDENT -COMMUNITY LIFE The influences which mould life and character on a college campus are of many kinds. While the exercises of classroom, laboratory, and Library form the organizing basis of college activity, they need to be supplemented by other than academic forces. These intangible but very real supplementary influences have much to do with creating the spirit of an institution. At Augsburg definite emphasis is placed upon the maintenance of a wholesome spirit of Christian community living. Students are urged to give conscious attention to this personal and spiritual side of their development and thus contribute toward the prevalence of a vital and happy Christian atmosphere on the campus. It is the earnest desire of those who direct the policies of Augsburg that the institution may constantly be permeated by an atmosphere in which the quest for Truth as it is in Christ is prayerfully fostered in each life. All students are required to register for two class hours per week in one of the courses offered in Religion. There are numerous voluntary religious activities in which students are encouraged to participate. Spiritual Emphasis Week is held twice each year. It is assumed that every Augsburg student will find a church home in Minneapolis and attend its services regularly. It is expected of each student that his life, conduct, and influence, both on and off campus, shall be worthy of a member of a Christian College. Those who do not feel drawn to this quality of life and to the fellowship in which it is nourished should not seek to be enrolled at Augsburg. A truly Christian spirit and environment must be the product of the united effort and prayer of faculty, students, and administration. THE CHAPELSERVICE The heart of Augsburg's program of Christian education is the daily Chapel Service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular attendance is expected of all students. REI;IG~OUS PROGRAM The Religious Life Committee, composed of students and faculty, endeavors to promote a religious program that will stimulate growth of Christian life in the Augsburg community. Co-chairmen of this council are the student Director of Religious Activities and the College Pastor. Areas for which this committee carries primary responsibility are the Mid-Week services, Spiritual Emphasis Weeks, prayer meetings, and informal group meetings. This committee also serves as a coordinating agency for all volunteer Christian organizations on campus. The two principal organizations are the Lutheran Student Association and the Mission Society. The Mission Society promotes interest in missions through a program of study, fellowship, worship, and seriice. A highlight of the year is the Mission Festival, a week-end conference devoted to the study of missionary activity, and recruitment of workers. The Lutheran Student Association seeks to serve as a stimulus and outlet for Christian faith and life. Students participate in regional and national LSA Conferences, and conduct a schedule of meetings on campus. The Concordia Society is an organization for all the students in the Theological Seminary. Regular convocation programs are held at Augsburg throughout the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered, including the scientific, political, social, religious, and artistic. Students at Augsburg are given many opportunities for social training and recreation. The Student Council through the Chairman of Social Activities, assisted by a Committee on Social Education, sponsors each month an all-school social activity which all students may attend. Most of these are informal. The Sophomore and Junior classes sponsor semi-formal banquets. The Associated Women Students and a number of other organizations sponsor teas, dinners, and social affairs on and off campus. "No man is a hypocrite in his pleasures." To learn to enjoy the right form of recreational activities is an important aspect of preparation for life. At Augsburg there is a definite attempt to encourage the formation of helpful recreational habit-patterns, not only with regard to the planned play program supervised by the Director of Recreation and the Department of Physical Education, but also with regard to the use of leisure time in general. Augsburg's location in Minneapolis gives its students unique oppqrtunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art collections are to be found in the Minneapolis Institute of Arts and the Walker Art Center. The Twin City libraries are .extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other concerts afford rich opportunity for music appreciation. Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and the University Theater drama programs. Symphony Forums are held .on campus each year, with speakers from the Orchestral Association or the Orchestra. A bi-weekly bulletin, Events of Interest in Minneapolis, listing pro. grams, concerts, art displays and exhibitions is compiled and issued from the Student Personnel Office. STUDENT PERSONNEL SERVICES Institutional services to students are organized and administered in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Counseling, Testing, Freshman Orientation, Student Records, The Student Health Service, Housing and Food Service, Placement, S t u d a t Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students. Under the counseling program at Augsburg each student is assigned a faculty counselor to assist him in the planning of his total college program. All faculty members participate in counseling. The broad intellectual interests of the faculty member are combined with the professional skill and techniques of trained counselors to provide counseling at various levels, and in many areas of student needs. Personal, social, and spiritual problems as well as vocational choice and financial needs are given consideration. As far as possible, the work of obtaining the necessary data about the individual student and organizing the total program of counseling is carried out by the Office of the Dean of Students in accordance with the plans and policies established by the Student Personnel Committee. These plans include testing, assignment of counselors, scheduling of group conferences and counseling periods. Each new student is assigned a faculty member who is his counselor for two years. When a student enters the Upper Division, he chooses a major field of study. The major adviser then becomes his counselor. Faculty counselors confer with their counselees at regular intervals throughout the year and at other times as the needs of the individual student appear. If a serious problem develops which demands professional skill and more time than the professor has to spend in counseling, the student is referred by way of the Office of the Dean of Students to professionally qualified counselors. The Dean of Women and the Dean of Students are special counselors to the women and the men, respectively. Students receive vocational counseling in conference with their counselors, and have frequent opportunities to confer with persons who are eminently successful in the particular professions selected by students as their tentative occupational choices. An Occupational Information file in the college library provides materials for a study of vocations. The Orientation course, required of all freshmen, includes a unit on vocational planning. The results of a vocational interest test are available for all students. Students who have various personal problems are encouraged to seek help through counseling conferences. Often students have been able to solve problems of finances, social adjustment, and personality through counseling sessions. Those who have spiritual problems may confer with the College Pastor, or with members of the Department of Religion as well as with their faculty counselor. By a system of referral, students may receive counsel from any member of the faculty, or from qualified persons beyond the college community. The Personnel deans are available at all times for special counseling conferences. The college physician is consulted in regard to all problems pertaining to physical and mental health. Counselors and major advisers strive to help students develop their latent abilitjr. Students who distinguish themselves acad&nically are named on the Dean's List, and are thereby qualified to participate in a study program designed to develop their special talents to the highest degree. Honor societies such as the Augsburg Guild of Honor and Lambda Iota Tau recognize students who have excelled in several areas. All new students are given a battery of tests during Freshman Days. College aptitude scores, English, and reading ability scores are used by counselors to help students plan their initial programs. Personal adjustment scores and the vocational interest test profile help the students learn to know more about themselves, in order to make the best choice of subjects and occupational goals. Sophomores participate in a nation-wide testing program. Seniors also take a nationally standardized test. Freshmen and other new students participate in Freshman Days before the beginning of classes each semester. The students take tests, inspect the college facilities, and become acquainted with their fellow students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences during which they plan the student's program of study. All freshmen enroll in a class in Orientation. In this course, the students learn about standards and requirements of various areas of college life. Methods and habits of study and related techniques are explored. Personal health, social adjustment, personal finances, and vocational aims are discussed. RECORDS Individual student records are kept in the Records Office under the supervision of the Registrar. These records include admissions data, academic achievement, student participation and achievement in nonacademic activities, test scores, reports of counseling and other information. The Student Personnel Office maintains a file of clubs and societies, including the constitutions, activities, schedules, and membership roster. THE STUDENT HEALTHSERVICE The Student Health Service provides campus dispensary service with a registered nurse in charge. The college physician has daily office l~ours on campus for consultation and for emergency treatment. Physical examinations are given all entering students and seniors. Corrective treatment is prescribed where needed. Infirmary rooms are adjacent to the dispensary. The Health Service is housed in a ground floor section of Memorial Hall, the men's residence hall. Students, faculty, and staff have chest X-rays taken semi-annually through the cooperation of the Hennepin County Tuberculosis Association Mobile Unit. The Department of Physical Education conducts a program of recreation for all students. All freshmen are required to take a course in personal and community health. Students not living at home must live in college operated housing and take their meals in the college dining hall. Under certain conditions, students may make other arrangements after consultation with the Dean of Women or Dean of Students. Residence halls are open to students a day before regular schedules become effective, and close a day after the term closes. Students who wish to stay in residence during vacations must apply for the privilege. Rooms are furnished except for bed linen, towels and blankets. Laundry facilities are available in each residence. Bed linens and towels may be rented at a reasonable cost. This service includes laundering, pick up and delivery. Augsburg's beautiful new Residence for Women, located at Sixth Street and Twenty-fourth Avenue South, adequately houses one hundred fifty women, and provides a lounge, recreation facilities, and grill service for all students. Sverdrup Ojtedal Memorid Hall, a men's residence hall, houses one hundred fifty men, and also contains the college dining rooms, and the student health service. The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions and organizations at the local as well as the state and national levels. Interviews are arranged both on and off the campus. A registration fee and a small placement fee are charged. An employment service, located in the Placement Office, assists students in obtaining part time remunerative work. Many students find it possible to pay part of their college expenses by this income. Employment can be obtained more satisfactorily after students have been at the college for a time, and consequently, it is .desirable that a new student should have sufficient funds to pay his entire expenses for at least one semester. Students are employed by the college in many phases of its opera- tion. For these positions preference is given to upper-class students who have maintained a good scholastic average and have a good employment record. Assistance in securing summer employment is also provided for students each spring. The Christian ideals of Augsburg give no room for such demoralizing practices as gambling, drinking, frequenting of public dances, indiscriminate attendance at movies, and objectionable car'd playing. Students enrolled at Augsburg are expected, therefore, not to participate in such practices. Augsburg reserves the right to dismiss or to discipline any student who is not amenable to advice and direction. The school likewise reserves the right to dismiss any student whose general conduct or influence is unwholesome. Such a student may be removed although no formal charge is made against him. Disciplinary problems, other than academic failure, are handled through the Office of the Dean of Students. In all cases, careful investigation and counseling precedes any action. OF STUDENT ACTIVITIES COORDINATION The Coordinator of Student Activities assists student officers to maintain effective functioning of student activities, and keeps on file the club constitutions, rosters, and schedules of meetings. Faculty sponsors are approved by the Coordinator. The program of student activities is a primary responsibiiity of the Student Council, legislative and executive body of the Augsburg Student Society. Faculty concern and responsibility for all student activities and the co-curricular program is assigned to the Faculty Council. Liaison between the Student Council and the Faculty Council is the function of the Student-Faculty Committee, whose special responsibility it is to promote student activity, and to keep the college activities calendar. The Calendar is kept in the office of the Coordinator of Student Activities. A weekly bulletin of events is furnished all college personnel by the offiee of Student Personnel. STUDENT GOVERNMENT The Augsburg Student Society, comprisingGthe whole student body of Augsburg College and Theological Seminary, is organized to conduct student affairs, develop student initiative and leadership, and provide opportunity for practical experience in the democratic processes of group activity. The administration of student government is delegated to the Student Council, a representative group of twenty-five students elected by the various classes. The top five positions are nominated and elected directly by the Student Society. Each of the college classes has its own officers and participates in student government through its representative on the Council. Augsburg is a member of the National Student Associution. The local NSA Council is elected by the Student Council. The Student Council directs several service projects of interest to the college community. These projects include the annual Campus Chest Campaign, Political Action and Brotherhood weeks, and two Leadership Training projects. Counseling of freshmen by upper class students is conducted through Campus-Brother Campus-Sister groups. Associated Women Students, composed of all the women students, provides opportunity for the women to develop a degree of self g ~ v ernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal conduct, and it encourages participation in all college activities. It is affiliated with the Intercollegiate Associated Women Students, a national organization. The Student Council office and the Council Room adjoin the Augsburg Echo and Augsburgian offices on the ground floor of Science Hall. The student post office and Student Center occupy a prominent place on the same floor, and serve as a focal point for student activities. The Augsburg Echo, the college newspaper, is published by a student staff. The top staff members are named by The Board of Publications, one of the Student Council agencies. The Faculty adviser teaches courses in journalism. Staff members enrolled in the classes earn academic credit. Augsburg's yearbook, the Augsburgiun, provides a pictorial record of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in photography. A student editor, named by the Board of Publications, with the assistance of the Registrar, compiles the annual Student Handbook and Directory. CO-CURRICULAR PROGRAM The enthusiasm and energy of students motivate them to pursue their interests beyond the classroom. For most effecthe participation, Several of students with similar interests have united to form cI&. these are extensions of courses beyond the class room. Others are devoted to interests not offered in the curriculum. New clubs are formed as the occasion demands. STUDENT CLUBS The Aristotelian Society unites those who have a common interest in scientific knowledge and experimentation. Thus they may develop their interest in the various branches of science and perhaps infuse some of that spirit of interest thrmghout the college. The Art Club is organized to satisfy the student's creative urge in the field of art, to educate members, as well as others, in the field of art and all that it contains, and to promote an interest in art among the student body. The Business Club draws membership from the Business and Secretarial Studies classes. The development of professional interests is the major objective. The Canera Cbb is composed of camera fans who meet regularly to exchange ideas about their hobby and to develop skill in photography. The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the cult'ure, language and people of the various countries. The Drama Society provides for its members an opportunity to learn from participation in stage presentations and from field trips, as well as from reading and seeing plays produced. Membership is open to all students. The F ~ u r eTeachers of America offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession. Interest in education or in the teaching profession is the only requirement for membership. The Home Economics Club, open to all students in the Home Economics Department, aims to promote professional attitudes toward all aspects of home and community life. The Public Aflairs Federation aims to stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities. The Writers Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual criticism. The Choir has about sixty members selected from all classes. In addition to local concerts, the choir goes on tour each year to various parts of the United States and occasionally to Canada. BAND THE AUGSBURG COLLEGECONCERT The band meets for rehearsal at a regularly scheduled period four times per week. The concert band makes an annual tour and presents public concerts in Minneapolis. A pep band entertains at athletic contests. THE AUGSBURG CHORAL CLUB The choral club is composed of approximately fifty members. It participates in school programs and concerts and makes short tours annually. THE MALECHORUS This organization is for men who like to sing in a men's group. Rehearsals are held twice a week. The Chorus sings at various churches in the Twin City area and makes short tours in the vicinity. FORENSICS Augsburg College participates in intercollegiate debating, both in Minnesota and in the neighboring states. Students may also participate in local and intercollegiate oratorical contests. THE "A7' CLUB Membership in the "A" Club is limited to men who have won a major A at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future into a more intimate bond of fellowship, and to keep the athletics of Augsburg on the highest possible plane." WOMEN'SATHLETICASSOCIATION Membership in the Women's Athletic Association is gained by participation in individual and group recreational activities with awards given on a point basis. The Augsburg W.A.A. is a member of the Minnesota Athletic Association of College Women. AND RECREATION PHYSICALEDUCATION Under the direction of the Department of Physical Education, a wide range of recreational activities is arranged for general student participation. Every student is urged to participate in some activity for his own recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners of intramural schedules in various colleges. Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, basketball, hockey, baseball, track, tennis, and golf. PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE ATHLETICS It is the purpose of Augsburg College to provide an intercollegiate athletic program which is in harmony with its Christian philosophy. This philosophy is to be reflected in the conduct and outlook of both the players and the spectators. The educational program of the collegerecognizes that recreation and play are a fundamental part of human life, and that this phase of life needs to be cultivated if physical, mental, and emotional health are to be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can cnntribute to the development of student interests, skills, insights, and loyalties. More specifically, the following outcomes are sought: (1j The student participating in athletics should acquire and exhibit, both in and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant should develop the knowledge, interests, and skills which will be of special use to him in such vocations as teaching and coaching or re-, creational leadership, or in his own recreational activities: Far from being set apart from his educational goal or in any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play, appreciation of high grade ,performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other cocurricular activities should not overshadow pride in high scholastic achievement, nor can it take the place of a well-rounded and effective intramural and general recreational program. HONORS AND AWARDS The 1925 Class Cup in Atfitics is awarded to the athlete who has made outstanding records both in athletics and in scholarship. The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to be the most valuable player on the basketball team. The Class of 1918 Oratorical Cup was presented to the college as a prize t o arouse interest in oratory. The name of the winner of the annual contest ishengraved upon the cup, which is to remain in the possession of the college and is placed on exhibition in the Science Hall. The 1927 Class Cup for Scholarship is awarded to the senior student of highest scholastic standing who has attended Augsburg for at least two years. Omicron Chapter of Lambda Iota Tau, a national honor society, is open to English majors who have attained a high scholastic average and have presented a paper on a literary topic before a public audience. The Augsburg Guild of Honor is an organization to recognize and honor those members of the senior graduating class who have shown themselves to be well rounded individuals, excelling to an outstanding degree in scholarship, leadership, and participation in extra-curricular activities. The Dean's List includes students who have achieved an honor point Augsburg ratio of 2.5 or better in the previous semester of work a t m College. AUGSBURG COLLEGE ACADEMIC ADMINISTRATION ADMISSION PROCEDURE Application for admission should be made on the regular admission form, which can be secured from the Office of Admissions. This form is generally available also in Minnesota high schools. The application, together with the high school record, previous college record, if any, two letters of recommendation, a small photograph, and an admissions deposit of $10.00 should be sent to the Office of Admissions. The deposit, which will be applied on first semester tuition, is refunded if the application is not accepted or if it is withdrawn by the applicant before August 1. A student seeking admission in the fall semester should apply not later than September 10 and for the spring semester by January 30. REQUIREMENTS FOR ADMISSION Augsburg College admits as students, men and women of good moral character and sound health who appear to have the ability to succeed in college. Estimate of ability is determined by rank in the high school graduating class and college aptitude tests, and by the high school record or previous college record. The normal basis for admission is the completion of the courses of grades nine to twelve in an accredited high school. No definite pattern of subjects is required, but it is recommended that the last four years of high school include four units of English, or three units of English and two of a foreign language, two units of social studies, and one unit of mathematics. A unit is defined as a course covering one academic year and equivalent to at least 120 hours of classwork. Graduates of unaccredited high schools are considered for admission on the basis of their rank in high school and their achievement in a college aptitude examination and an English achievement test. Applicants who are not high school graduates but who give evidence of s d c i e n t maturity are considered for admission upon recommendation and on the basis of achievement in a college aptitude test, English achievement test, and General Educational Development Tests on literary materials, social science materials, and natural science materials. For most graduates of Minnesota high schools the results of the college aptitude and English achievement tests are available in advance if they have been taken in the state-wide testing program. The General Educational Development tests are available to service men through the Armed Forces Institute. All tests may, however, be taken at Augsburg by arrangement with the Registrar. The College reserves the right to reject the applications of studepts whose previous records or aptitudes, as measured by tests, indicate they may have difliculty in doing college work. DEFICIENCIES Applicants who have been accepted for admission with a deficiency in English will be required to register for a special course in English. Such deficiency and the requirements with regard to additional training will be determined at the beginning of the Freshman year by means of tests. The requiremenb include the attainment of definite standards as to spelling, grammar, pronunciation, and general correctness in the use of the English language. TRANSFER AND ADVANCED STANDING Students are accepted by transfer from other institutions if they did satisfactory work and were otherwise in good standing there. If their previous work was unsatisfactory, they are admitted to Augsburg only under special circumstances. Advanced standing, that is, credit for courses completed, is granted to students who present satisfactory transcripts from accredited institutions. In certain cases advanced standing is granted on the basis of comprehensive examinations. ADMISSION OF VETERANS Veterans, qualified for educational benefits under any of the government programs, may study at Augsburg and receive these benefits. The veteran must secure a certificate of eligibility from the regional office of the Veterans Administration. Application for benefits must be made in advance of registration, except that veterans who are eligible for assistance under Public Law 550 may make application for entitlement when they enroll at the college. In order to receive credit for experience in the military services, the veteran must present a photostatic or certified copy of his Separation Record at the Registrar's Office. Evaluation is made according to the recommendation of the American Council on Education. Some college credit is given for the completion of the work in certain service schools and for some courses taken through the Armed Forces Institute. REGISTRATION Students who have been accepted for admission should register on the days designated in the Calendar for this purpose. Students who register later than three days after classes begin are charged a late registration fee of $3.00. No student may register for or enter a course later than two weeks after the beginning of classes. In registering, care should be taken to include the Lower Division requirements during the first two years. However, if such registration is delayed beyond the second year, a student will neither be required nor permitted to register beyond the allowed number of credit hours per semester in order to make it up. - No credit will be given a student for any subject for which he has not registered. The college reserves the right to cancel any course for which there is not sufficient registration. Registration means that the student accepts all the rules and regulations established by the school. The normal registration is 16 credit hours. A credit hour is defined as one recitation period a week throughout a semester. The privilege of registering for more than 17% credit hours may be granted only to students who have gained an average record of B, or two honor points per credit, in their previous college studies. Exceptions to this rule may be made under certain conditions determined by the Admissions and Scholarship Committee. No student is permitted to carry work for more than 20 credits per semester. Students working part-time are urged to arrange the amount of their registration accordingly. CHANGE OF REGISTRATlON AND CANCELLATION In case a student desires to make any changes in his registration, he must obtain a form from the Registrar's o6ce on which he may make application, stating clearly his reasons for desiring the change. Approval of the teachers concerned and the student's adviser and the Registrar must be obtained before a change will be permitted. A course which is abandoned without being cancelled through the Registrar's Office will result in a grade of F. Changes of registration which involve the adding of courses cannot be made later than two weeks after the beginning of classes. Changes which involve canceling a course cannot be made after the middle of the semester. A fee of $1.00 is charged for each change of registration after the beginning of the second week of classes. A student who finds it necessary to leave school before the end of a semester must cancel his registration at the Registrar's office in order to remain in good standing. UNIVERSITY COURSES By arrangement with the University of Minnesota, students may register for courses at the University. But such registration will not be allowed unless the student has a grading of C average, or 1 honor point per credit, in his courses at Augsburg. Also, the combined number of credits in any semester must not exceed 17. The credits thus gained at the University may be transferred to Augsburg College and counted towards graduation. CLASSIFICATION In order to be classified in one of the college classes, a student must be carrying a minimum of twelve hours of work in which college credit is given. Classification is based on the attainment of the following number of credit hours together with an equal number of honor points: Sophomore, 24; Junior, 58; Senior, 92. Students are classified by this regulation at the time of their registration each school year. PROBATION AND ELIMINATION The Admissions and Scholarship Committee meets at the end of each semester to consider the status of students who are doing unsatisfactory work. Freshmen who obtain honor point ratios of .5 or below, Sophomores .6 or below, and Senior College students .8 or below, as well as students with 6 or more credits of F, at the end of a semester are placed on probation during the semester that follows. They remain on probation until an honor point ratio of 1 is attained for a semester. A student is not allowed to remain in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low scholarship if he fails to maintain a satisfactory scholastic record. CLASS ATTENDANCE Regular attendance in class is required. Students who find it necessary to be absent because of illness b r for other reasons should confer with their teachers. Students are expected to arrange the hours of part-time employment so that work does not conflict with classes. Any exception to this rule must be agreed to by the teacher of the class affected and must be approved by the Dean of the College. A record of attendance is kept by each teacher, and periodic reports are submitted to the Registrar. At the end of the semseter, a record is made of the total absences of each student for the semester. Absences for tours, field trips and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact p i o d s absent, are issued by the Dean to all instructors involved. Teachers deal with tardiness as they see fit. Students arriving' in class late must assume responsibility for reporting their presence to the teacher. EXAMINATIONS Tests are given periodically throughout the semester. In the course of each semester, reports of the grades attained are made to the Registrar who forwards them to the counselors and students. Final reports are sent at the close of each semester to the parents and students. Written examinations are regularly scheduled at the close of each semester. No student or class may arrange to take a final examination in any course before the examination week. Absence from a final examination without a sufficient reason will result in a grade of failure in the course concerned. A student who has to be absent from a final examination because of a conflict with outside work from which he cannot obtain an excuse may arrange to take such an examination during some period after the time on which the subject is scheduled. If a student has obtained permission from the Dean of the College to take a final examination at another hour than that scheduled, he is a fee of two dollars for such an examination. Before the stues the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. The teacher will give no examination before he has this statement. CONDITIONS AND INCOMPLETES A condition or an incomplete received at the end of the semester must be removed within the first five weeks of classes of the following semester of attendance or within a year if the student has not re-enrolled. Extension of this time may be made by the Registrar's O5ce in cases of illness. If incompletes and conditions are not removed within the time allowed, the condition automatically becomes a failure and the incomplete may be changed to a passing grade only when the average of the previous work is sufficiently high. The final grade after the condition examination is taken may not be higher than D. A fee of $2.00 is charged for an examination making up an incomplete or a condition reecived at the end of a semester. COMPREHENSIVE EXAMINATIONS Compre)lensive examinations may be permitted in courses in which the Admissions and Scholarship Committee feels the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee. When permission is granted, the necessary approval forms may be secured at the office of the Registrar. A fee of $5.00 is charged for each examination and must be paid in advance. Examination questions and the answers will be filed in the Registrar's office. GRADE VALUES 3 honor points per credit A-Superior, %Very good, 2 honor points per credit C-Satisfactory, D-Passable, F-Failure, &Condition 1 honor point per credit no honor points per credit minus 1 honor point per credit GRADUATION REQUIREMENTS In order to qualify for the Bachelor of Arts degree, certain requirements must be met with regard to credits, courses, and grades. A student who plans to graduate from Augsburg is urged to study the requirements as outlined in this section of the catalog and in the department in which he plans to major. It is the responsibility of the student to see that he includes the required subjects at the right time in his program of studies. The faculty advisers, the Dean, and the Registrar will gladly assist him in planning his program. Lower Division Requirements For a general college education and as a basis for study in professional fields students are required to complete the following credits in lower division courses : Religion Each semester, 2 credits English 6 credits Course 1-2. Students exempted from Freshman English must earn 6 credits above Freshman English. Speech 3 credits Course 11. Fine Arts 2 credits MU. 7, 8, Phil. 15, 60 or any literature H. Ec. 3, a, course satisfies this requirement. Foreign Language 8 credits Students who have studied a foreign language for three years in high school and students with majors in Home Economics are exempted from this requirement. Social Sciences 6 credits Hist. 1-2, 21, 22, or Soc. 1, and 3 other credits in Sociology, or Phil. 15, 16. Natural Sciences 8 credits Health and Physical Education 3 credits Courses 2, 3 and 4. Students with majors in Home Economics will substitute H. Ec. 68 for P. E. 2. Psychology 4 credits Required in certain fields. Orientation 1 credit Required of all Freshmen. AUGSBURG COLLEGE Major and Minors - 'A student is required to complete a major and one or more minors for graduation. The major subject is determined by the student's aims as well as by his particular interests and aptitudes as shown in f work he does in the Lower Division. -It is well for the student to know in his Freshman year what major line of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in the junior year, should, before they register, consult with a faculty counselor and with heads of the various departments to determine their field of major work. In planning the major, a student is required to consult with the Head of the Department offering the major. Majors are offered in the following areas: Religion, Philosophy, Greek, English, Speech, Music, History, Sociology, Social Science, Business Administration, Business Education, Secretarial Studies, Home Economics, istry, Natural Science, Mathematics, and Physical Edu- 4- For major and minor requirements as to houys cf credit see departmental statements. Electives are planned with the purpose of properly distributing a student's choices among the fundamental fields of knowledge and culture, as well as among the correlatives of the major. Juniors and Seniors should, as a rule, choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or above. At least thirty credits in Upper Division Courses must be completed for graduation. Total Credits and Honor Points The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor point for each credit taken. A credit equals one recitation period a week throughout one semester. Honor points are computed at the rate of one honor point for each credit with a grade of C, two honor points for each credit with a grade B, and three honor points for each credit with a grade of A. 2 In order to qualify for the A.B. degree a student must demonstrate proficiency in the writing and speaking of English. M- Magna Cum Laude 2.5-2.79+ Cum Laude 2.1-2.49+ ji w be eligible for these honors, the student must hwr compked at least two years of work at Augsburg, and his record at Augsburg, as well as his total record must meet the requirements as given above. AUGSBURG COLLEGE CURRICULUMS THE CHRISTIAN MINISTRY which prepares students for the Christian ministry as pastors or mis choice of courses even in the Freshman year. Physical Education . . . . . . . . . Freshman English New Testament Greek Foreign Language . . . . Humanities or Philosophy . History or English , I . 6 or English Literature, 6 Cr. New Testament Greek 6 or English Literature, 6 Cr. Typewriting .. . .. .. 8 6 6 6 Youth Work in the Church .. z Principles of Christian Education z History or English Philosophy or Logic . Economics or Education or Political Science . , , . . - -.-- T - ; " p.'*Lm,m,% w *' h "*": 4.W !m CURMCULUMS PARISH AND MISSIONARY WORKERS The purpose of this course is to train men and women for effective service in the Church at home or abroad; that is, as teachers in vacation, week-day and Sunday schools, as youth leaders, and as parish workers. The course is so arranged that the student will, upon its satisfactory conclusion, receive the A.B. degree and also a certificate indicating that he is a q u a u e d parish worker. w 1 Students interested in becoming parish workers should consult with - Mr. Stensvaag, parish work adviser. The suggested schedule provides for a minor in Religion and makes it possible to plan for a major in Home Economics, History, English or Sociology. It is also possible to plan for a major in Religion with a minor in some other field. The courses essential for the securing of the Parish Worker's Certificate are italicized in the outline below. Freshman 4 Freshman English . . . . Natural Science . . . . Typewriting . . . . . . 1 Sophomore Basic Bible . . . . . . . . Principles of Sociology Social Problems . . . . . w w . . Orientation . . . . . Physical Activities . Electives . . . . . . . . Religion ........ Beginning Speech . . . Types of Public Speech .. . 3 General Psychology . I Health . . . . . . . . First Aid . . . . . . . . . . . . I Electives . . . . . . . . . . . . . . 7 . . . ..... ... 6 8 .. 3 . . 3 . . . I -3 Foreign Language . . . . . 3 3 8 ..... 4 . . z I . - I 3 7. w 32 Senior T h e Missionary Enterprise . . . . . z Principles of Christian Education. . 2 T h e Christian Churches . . . . . . z T h e Lutheran Church . . . . . . . . z Social Psychology or Urban Sociol. . . . . . . . . . 3 OgY . . . . . . . . . . . . 3 .... I Elementary Shorthand Recreatiimal Activities . . . . . . 6 . . . I to 32 Parish W o r k . . . . . . . . . Youth Work in the C h w c h . . . Edrrcational Psychology . . . . . . . . . H y m n s and Music o f the Church. Fundamentals o f Journalism . . . . Crafts . . . . . . . . . . 1'. . . . . . . . . Fields of Social Work . . . . . . . . Secretarial Practice ......... 7. Fine Arts Electives 2 , . . . . . . . . . . z 3 z z 2 3 3 32 w HIGH SCHOOL TEACHING Each state sets certain requirements for obtaining a teacher's certificate. The course outlined below satisfies the requirements for a e r tificate for teaching in Minnesota at the junior and senior high school level. The same program will meet the demands set by most of the neighboring states. The student should apply to the Department of Education for admission to the Education curriculum during his Sophomore year. Admission will be determined by a committee on the basis of scholarship and other qualifications. Students should prepare for competency in at least two subject-matter fields that are also taught in the high schools. In addition to departmental majors, broad majors for teaching may be secured in natural science, social science, and business education. Freshman Religion . . . . . . . . . . . . . . . . . . . . . . 4 Freshman English . . . . . . . . . . . . . . 6 European Civilization . . . . . . . . . . . 6 Foreign Language or Natural Science . . . . . . . . . . . . . . . . . . . . . 8 Orientation . . . . . . . . . . . . . . . . . . . . I Physical Education . . . . . . . . . . . . I Health . . . . . . . . . . . . . , . . - . . . . . . 2 Electives . . . . . . . . . . . . . . - - . . . . - .4 - Sophomore Religion . . ,. . . . . . . . . . . . . . . . 4 Speech . . . . . . . . . . . . . . . . . . . . . . . . 3 Foreign Language or Natural ............. 8 Science . . . . . Psychology . . . Fine Arts . . . . . Electives . . . . . 32 Junior Religion . . . . . . . . . . . . . . . . . . . . .. 4 Educational Psychology . . . . . . . 3 Teaching in High School . . . . . . . . 3 Philosophy . . . . . . . . . . . . . . . . . 6 Group Activity . . . . . . . . . . . . . . .. 2 Electives in Major or Minor . . . .14 32 Senior .................. 4 Religion Principles of Guidance . . . . . . . . . . 3 Issu